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Book M%L 



Copyright N°. 



iio_7 



COPYRIGHT DEPOSIT. 



1 



REVISED 
NORMAL 
LESSONS 



BY 



JESSE LYMAN HURLBUT 




NEW YORK: EATON & MAINS 
CINCINNATI : JENNINGS & GRAHAM 



-£$J\5 



IT 



UdrtARY of CONGRESS 
Two Copies Received 

OCT 4 »90f 

Copyrifht Entry 




LASS A XXc, No. 
COPY B. 






CM 



Copyright, 1893, 1907, by 

J. L. HURLBUT 

New York 



r 



PREFACE 



This book is a later revision of Outline Normal Lessons, first printed 
as leaflets, and afterward, in 1885, gathered into a book. Many editions 
of this work have been issued, and its practical use in the work of 
teaching has suggested some modifications in its plan. 

In this book we present a general view of the most important sub- 
jects necessary to a knowledge of the Bible and of Sunday school 
work. All the lessons of the former work have been carefully revised, 
and many of them have been rewritten. A work of this character can 
have little that is new ; for it aims to present the old and accepted facts 
and principles. We present no claim of originality, either in matter 
or in method, but have simply aimed to furnish such an arrangement 
of needed information as would best serve those who are preparing 
to teach in the Sunday school. 

The teacher-training work in the Sunday schools of America is 
largely an outgrowth of the Chautauqua movement. There were 
courses for the instruction of Sunday school teachers before the first 
Chautauqua Assembly in 1874, and text-books for their use; but 
Chautauqua gave an impulse to the work and supplied it with plans 
and instructors. The normal text-leaves prepared by Dr. John H. 
Vincent, now one of the bishops of the Methodist Episcopal Church; 
afterward gathered and revised as The Chautauqua Normal Guide, 
have furnished many of the subjects and suggested much of the 
method in all the best normal teaching in our Sunday schools. 

It is the author's hope that this book may be found useful in awak- 
ening an interest in the Bible and aiding those who are seeking for 
preparation in teaching it. Jesse L. Hurlbut. 



PREFACE TO REVISED EDITION 



The recent advances in knowledge of the Old Testament, obtained 
from ancient inscriptions, have made necessary an entire change in the 
chronology of the Old Testament. The chronology of the reference 
Bibles, made nearly three hundred years ago by Archbishop Usher, 
has been discredited, and new dates are now given. We have therefore 
changed the dates as given in former editions, and present the following 
table as representing both the old and new systems of chronology. 
The figures here given were adopted after consultation with Professor 
Robert W. Rogers, author of The History of Babylonia and Assyria, 
and vary but little from those of Dr. J. F. McCurdy, in C. R. Barnes's 
People's Bible Encyclopedia. Prior to the call of Abraham no dates 
can be given. Jesse L. Hurlbut. 

New York, February 16, 1903. 



TABLE OF OLD TESTAMENT CHRONOLOGY 

Call of Abraham (Usher, B. C. 19 21), about B. C. 2280?. 
Exodus of Israel from Egypt (Usher, 1491), about 1270?. 
Entrance of Israel into Canaan (Usher, 145 1), about 1230?. 
Coronation of Saul (Usher, 1095), about 1050?. 
David king of Israel (Usher, 1055), about 1010?. 
Division of the kingdom (Usher, 975), 934. 
Fall of Samaria (Usher, 721), 721. 
Captivity of Judah (Usher, 587), 587. 
Return from captivity (Usher, 536), 536. 



Note to the Revision of 1907. The principal changes in this revision are in the 
Sunday school and teaching departments, which have been rearranged and rewritten 
throughout. A new series of lessons on "The Pupil," at different ages, takes the place 
of the former lessons on that subject. 



REVISED NORMAL LESSONS 



THE TEACHER-TRAINING CLASS 

Need. Every thoughtful Sunday school teacher recognizes his 
need of preparation, and the more devoted he is to his work the deeper 
is the realization of this need. He feels that he is called upon to teach 
lessons from a book of which he is ignorant, and to work in an institu- 
tion — the Sunday school — of whose system, principles, and methods 
he knows very little. He longs for a more thorough equipment in 
his work as a student and a teacher. 

The impulse given to the Sunday school work by the International 
Lesson System has made necessary a forward movement in more effi- 
cient teaching. In the increasing interest in the study of the Bible 
the Sunday school should take the lead by furnishing both young and 
old with well-equipped teachers. Our Sunday schools are not con- 
tented with superficial teaching and inefficient teachers while the same 
young people in the secular schools are under the care of trained and 
able instructors. The dignity and importance of the work in the 
Sunday school demand that its teachers shall be well informed in the 
word which they impart. The Sunday school of the present contains 
the Church of the future, and the needs of the coming age call for in- 
telligent Christians, who must be taught, if taught at all, in the Sun- 
day school; and those who teach must themselves possess knowledge 
and must know how to use it. 

Departments* The intellectual equipment of the Sunday school 
teacher should be in two directions — the Word and the work. 

First, he must know the Word which he is to teach ; in order to teach 
a Bible lesson he must be acquainted with the Bible as a book, its 
origin, its authority, its history, its lands, its biography, its institu- 
tions, its manners, and its customs, its general principles of doctrine; 
and, more than all else, he must possess a living experience of its 
energizing spirit. 

Second, the Sunday school teacher needs to understand the work 
in which he is engaged: the Sunday school, what it is, what it aims to 
accomplish, how it should be organized and managed; the nature of 



REVISED NORMAL LESSONS 



the pupil and how to reach it; the qualifications necessary for suc- 
cessful teaching; the preparation of the lesson; the principles and 
methods of true teaching; how to ask questions, to employ illustra- 
tions, to make applications. These are a few of the subjects in the 
teacher's work concerning which he needs larger- knowledge. 

Organization* A class for the equipment of Sunday school teachers, 
formerly called "the Normal Class," but now generally named "the 
Teacher-training Class," may be organized in any local Sunday school 
in various forms. 

1. The Teachers' Training Class, It may consist of teachers already 
at work in the Sunday school united in a class for study under a leader. • 
Such a class may be organized in any Sunday school or from the teach- 
ers of neighboring schools in any locality. It may be held on an even- 
ing in each week or in connection with the teachers' meeting, or after 
the church prayer meeting. In some cities all the teachers have been 
called together to meet night after night until a course has been 
completed, which, under an able instructor, can be accomplished in 
ten or twelve evenings. An abbreviated yet valuable course of teacher- 
training lessons can be given by a skillful teacher on six evenings. 
Such a class will give new views of the Bible and new inspiration in 
teaching to every worker who attends it. 

2. The Young People's Training Class. It may consist of young 
people in the' Sunday school who have either volunteered or have been 
chosen by the Sunday school Board or the officers of the school to con- 
stitute the training class. Such a class is needed in every Sunday school. 
A large Sunday school may have a large teacher- training class, but 
there is no reason why a small Sunday school should not have even a 
small teacher- training class, which would in time supply efficient 
teachers as they may be needed. There are many young people who 
would continue to attend the Sunday school if the teaching were 
adapted to their advancing intelligence, and such teaching the teacher- 
training class will supply. The members of the class should be over 
sixteen years of age, should consist of both young ladies and gentlemen 
who are willing to study; and no others should be allowed to join. They 
should be recognized as a class or department in the school; should 
have a competent teacher, or, if no older teacher can be found, should 
take turns in teaching, by following the questions in the lesson book. 
They should devote not more than five minutes to the regular Inter- 
national Lesson studies by the rest of the school, and should take the 
rest of the lesson period to the teacher-training lesson, 



REVISED NORMAL LESSONS 



The class should pursue the teacher-training course to its completion 
before its members are assigned to classes, and during their period of 
study should not under any circumstances be called upon to take classes 
or to supply the places of absent teachers. When they have completed 
the prescribed course, and passed the examination, a Commencement 
Day might be celebrated and the diplomas conferred in public. 

The training class should be a permanent institution, and each year, 
as it begins a course of study, should receive new members. These 
new students need not begin with Course No. i, but may go on with 
Course No. 2 with the class. Each of the courses is practically inde- 
pendent of the others, and a new student can begin with any of the 
four. When Course No. 4 is completed, and the "senior class" grad- 
uates, the training department will take up Course No. 1 again. Thus 
the four years' course will embrace four classes who are all studying 
together, though to some it will be the "first year," to others the "sec- 
ond year," etc. In this respect the training class follows the analogy 
of the Chautauqua Literary and Scientific Circle. 

The training class might be organized in connection with the Young 
People's Society of the church of any denomination, whether it be 
"Christian Endeavor," "Ep worth League," or "Young People's Union," 
or any other form of organization. The young people need the benefit 
of study in the Bible, and might hold a weekly, fortnightly, or monthly 
meeting for the study of these outlines, or some other work which will 
give to them general knowledge of the Bible. 

3. Individual Students* The teacher-training course may be pur- 
sued by individual students of any age who desire to perfect them- 
selves in knowledge of the Bible and of Sunday school work. Such 
students will make up the work alone and will report directly to the 
central office. As there are thousands of people reading the C. L. S. C. 
course without belonging to local circles, so there might be thousands 
of Sunday school teachers and Bible students pursuing the teacher- 
training course, each by himself. Such students may on one hand wish 
the fellowship and guidance of the class, but they can follow their 
work at leisure, and may gain in self-reliant thoroughness of study. 

Methods of Instruction* These lessons may be taught in either of 
two methods — the lecture method or the question method. In the lecture 
method the teacher alone has the text-book, and gives the lessons in the 
form of lectures, using the blackboard and requiring the class. to take 
notes, to commit the outline, and to review the lessons frequently. 
The teacher who follows this method needs to read widely on the sub- 



8 REVISED NORMAL LESSONS 

jects of the text-book and to fill up the outline from his store of infor- 
mation and illustration. 

For most classes the question method is preferable. Every member 
of the class should, in this case, be supplied with the text-book, and 
should be expected to study the lesson at home, and to examine every 
Scripture reference. Let no person belong to the class who is not 
willing to conform to this condition. The teacher will then ask the 
questions and will conduct the lesson as with a class in school. The 
lessons should not be too long. It will be found advantageous often 
to divide the lessons as given in the text-book. Let the pupils be 
called upon to prepare and read papers on topics suggested by the 
lesson. Review frequently; it is scarcely possible to review too fre- 
quently. The teacher can enliven the exercises by adding to the in- 
formation in the text-book, which is purposely given as briefly as 
possible. 

In nearly all the states of the Union and provinces of Canada the 
teacher-training department has been organized; and information 
may be obtained by addressing the secretary of the state or provincial 
Sunday School Association. 



BOOKS FOR FURTHER STUDY 



General Works of Reference 

The People's Bible Encyclopedia. C. R. Barnes. 

Smith's Dictionary of the Bible, Peloubet's or Schaff' s edition. 

Cruden's or James Strong's Concordance. 

Hastings's Dictionary of the Bible. 5 vols. 

The Topical Bible: a Digest of Holy Scripture. O. J. Nave. 

Origin and Books of the Bible 

The Old Documents and the New Bible. J. P. Smyth. 

How We Got Our Bible. J. P. Smyth. 

How to Read the Bible. W. F. Adeney. 

Introduction to the Old Testament. C. H. H. Wright. 

The Bible, its Origin and Nature. Marcus Dods. 

The Messages of the Books. F. W. Farrar. 

The Teachings of the Books. Willett and Campbell. 

Outlines of an Introduction to the Old Testament. J. W. Beardslee. 

Bible Study by Books. H. T. Sell. 

The Old Testament and Its Books. J. Robertson. 

The Literary Study of the Bible. R. G. Moulton. 

Old Testament History 

Manual of Bible History. Blaikie. 

Short History of the Hebrews. Ottley. 

Outline Studies in the Old Testament. J. L. Hurlbut. 

Four Centuries of Silence. R. A. Redford. 

Bible Study by Periods. H. T. Sell. 

History of the Hebrew People. C. F. Kent. 

New Testament History 

Life of Christ. James Stalker. 

Life and Times of Jesus. Edersheim. 

The Student's Life of Jesus. G. H. Gilbert. 

Harmony of the Gospels. Stevens and Burton. 

Outline Studies in the New Testament. J. L. Hurlbut. 

St. Paul the Traveler and Roman Citizen. Ramsay. 

History of the Apostolic Church. O. J. Thatcher. 

Early Years of Christianity. E. de Pressense\ 

Early Days of Christianity. F. W. Farrar. 

Life and Work of St. Paul. F. W. Farrar. 

Life and Epistles of St. Paul. Conybeare and Howson. 

9 



io REVISED NORMAL LESSONS 

-r- — 

Bible Geography 

Historical Geography of the Holy Land. G. A. Smith. 

The Bible and Modern Discoveries. H. A. Harper. 

Manual of Biblical Geography. J. L. Hurlbut. 

Palestine with Maps. A. Henderson. 

The Holy Land in Geography and History. T. MacCoun. 

The Land of Israel. R. L. Stewart. 

Historical Geography of Bible Lands. J. B. Calkins. 

Bible Institutions 

Palestine in the Time of Christ. E. Stapfer. 

The Jewish People in the Time of Christ. E. Schurer. 

The Temple and Its Ministry. Edersheim. 

In the Time of Jesus. Seidel. 

Ch ristian Evidences 

Manual of Christian Evidences. G. P. Fisher. 
Nature and Method of Revelation. G. P. Fisher. 
The Credentials of the Gospel. J. A. Beet. 
The New Apologetic. M. S. Terry. 

The Sunday School . . 

The Modern Sunday School. J. H. Vincent. 

Yale Lectures on the Sunday School. H. C. Trumbull. 

The Modern Sunday School. G. M. Boynton. 

Sunday School Success. A. R. Wells. 

The Pedagogical Bible School. S. B. Haslett. 

How to Conduct a Sunday School. M. Lawrance. 

After the Primary — what.? A. H. McKinney. 

The Teaching Work 

Teachers and Teaching. H. C. Trumbull. 

Study of Child Nature. Elizabeth Harrison. 

Seven Laws of Teaching. Gregory. 

Telling Bible Stories. L. C. Houghton. 

Practical Primary Plans. Israel P. Black. 

Teacher-Training for the Sunday School. Charles Roads. 

Ways of Working. A. F. Schauffler. 



PART I 

FOUR LESSONS ON THE BOOK AND ITS BOOKS 



LESSON I. THE BOOK. 

LESSON II. THE OLD TESTAMENT BOOKS. 
LESSON III. THE NEW TESTAMENT BOOKS. 
LESSON IV. REVIEW* OF PART ONE. 



LESSON I. THE BOOK 

1. The word Bible is a form of the Greek word biblos, which means 
book. There is but one volume in the world which is worthy of the 
name' "the Book." 

II. Search the following texts, and learn from them the names 
applied to the Bible in the book itself: 

i. Eph. 6. 17; Heb. 4. 12; Rom. 3. 2. This name represents the 
divine revelation as a spoken utterance. 

2. John 5. 39; Acts 17. 11; 2 Tim. 3. 16. This name indicates the 
divine revelation as the written Word. 

3. Josh. 1. 8; Deut. 17. 18; Neh. 8. 8. This name shows the sacred 
writings gathered together as a volume. 

It would be a valuable exercise for the members of the class to find throughout the 
Bible the various names and titles given to the Word of God. Psalm 119 will furnish 
many. 

III. The Bible is a book of books; 
that is, a volume made up of many 
smaller books and tracts. 

1 . Some think that they can trace 
in this volume the writings of at 
least thirty-six different authors. 

2 . We find 



6 



3 y AUTHORS. 
6 £m* BOOKS. 

CENTURIES. 



that it con- 
tains sixty- 
six different 
books. 
3 . It is believed that between the 

composition of the earliest and the 

latest portions of the Bible at least 

sixteen centuries intervened. These th e ancient book. 

figures, 36, 66, 16, are given, not all as certain facts, but as aids 

to memory. 




12 



REVISED NORMAL LESSONS 



OLD TESTAMENT 
3 9- 



4. The number of the books in the Old Testament is thirty-nine; 
in the New Testament is twenty-seven, making a total of sixty-six. 

This may be illustrated as follows: Write on the black- 
board the words OLD TESTAMENT, and ask, How 
many letters are there in the word "old"? Ans. Three. 
How many are there in the word "testament"? Ans. 
Nine. Write the figure under each word, and the num- 
ber 39 will represent the books in the Old Testament. 

Jn the same manner the number of books in the New 
Testament may be shown, except that between the two 
figures we place the sign X. which is the symbol for 
Christ, who is the theme of the New Testament, and is 
also the sign of multiplication, 3x9 = 27, which is the num- 
ber of books in the New Testament. 



NEW TESTAMENT 
3 x 9 = 27. 



IV. The divisions of the Old Testament* The Old Testament is 
divided into five parts, as follows: 

1. The Books of the Law. 5 books. These were formerly called 
"the .pentateuch," a word meaning "five books"; but the name is 
now used less than " Books of the Law." 

2. The Historical Books. 12 books. 

3. The Poetical Books. 5 books. 

4. The Major Prophets. 5 books. 

5 . The Minor Prophets. 1 2 books. 

Draw on the board a large hand. The five fingers will represent the five divisions of 
the Old Testament. Indicate them by writing the initial letters and by the number 
of books in each division. 




REVISED NORMAL LESSONS 



13 



If there is room on the blackboard for another otitline, the following may be added; 
or it may be placed upon another board. By means of this outline the entire lesson 
should be reviewed. The student may read the lesson from this outline as a test. 

Review the entire lesson by the aid of the following 



BLACKBOARD OUTLINE 



ft — 


. _ — _ — . -n 


I. 


Bib. Gk. "bib." "The B— ." 


II. 


Name. 1. Wo. L. 2. Scr. 3. Bk. L. 


III. 


Atith. Bks. Cent. O. T. Bks. N. T. Bks. 


IV. 


0. T. Div. Law. 5. Hist. 12. Poet. 5. Maj. Pr. 5. 


- ' 


Min. Pro. 12. 


* — 


_____ y'-i 



REVIEW QUESTIONS 

From what word is the word Bible derived? 

What does the word mean? 

Why is this word appropriate to the Bible? 

Give three names or titles of the Bible found in the book itself. 

How many persons wrote the books of the Bible? 

How many centuries were employed in its composition? 

How many books are included in the Old Testament ? 

How many books in the New Testament ? 

How many books in the whole Bible? 

What are the divisions of the Old Testament? 

How many books are included in each division? 



LESSON II. THE BOOKS OF THE OLD TESTAMENT 

In teaching, this lesson may be divided into two parts, including in the first part 
Sections I, II, III, and in the second part Sections IV, V. 

Every Sunday school scholar, and especially every Sunday school 
teacher, should be thoroughly familiar with the names and order of 
the books in the Bible. He should be able to turn in a moment to 
any book, knowing where it is to be found in the volume. 

In teaching the names of the Old Testament books we use the same 
diagram as in the last lesson, writing upon each finger the initials of 
the books in the division. 

I. To the Books of the Law belong five books: Gen'e-sis, Ex'o-dus, 
Le-vit'i-cus, Num'bers, Dea'ter-on'o-my. 

II. The Historical Books are twelve. For convenience in memoriz- 
ing the list we arrange them in three subdivisions, as follows: 

1. Josh'tt-a, Judges, Rath. 

2. First and Second Sam'ttel, First and Second Kings, First and 
Second Chron'i-cles. 



H 



REVISED NORMAL LESSONS 



3. Ez'ra, Ne'he-mi'ah, Es'ther. 

III. The Poetical Books are five: Job, Psalms, Pro v'erbs, Ec-cle'- 
si-as'tes, Sol'o-mon's Song. 

IV. The major (or greater) Prophetical Books are five: I-sa'iah, 
Jer'e-mi'ah, Lam'en-ta'tions, E-ze'ki-el, Dan'iel. 

V. The minor (or lesser) Prophetical Books are twelve, which may 
be arranged in four subdivisions, as follows: 

1. Ho-se'a, Jo'el, A'mos. 

2. O'ba-di'ah, Jo'nah, Mi'cah. 

3. Na'hum, Hab'ak-ktxk, Zeph'a-ni'ah. 

4. Hag'ga-i, Zech'a-ri'ah, Mal'a-chi. 

•Another method of learning these names is by committing to mem- 
ory the following arrangement of their initial syllables : 

Ho. Jo. Am. Ob. Jo. Mi. Na. Ha. Ze. Ha. Ze. Ha. 

The names of these books should be reviewed over and over until they are thoroughly 
committed to memory. 

Let the pupils be called upon in turn to "bound a book" ; 2 that is, to name the divi- 
sions to which it belongs, the book which precedes it, and the book which follows it. 
For example: 

Teacher. Bound the book of A'mos. 

Scholar. The book of A'mos is one of the twelve minor Prophetical Books, preceded 
by Jo'el and followed by O'ba-di'ah. 

Another plan of testing the pupils is to call for the entire class or 
school to find a book at once, and let each one, as soon as he has found 
it, hold up his Bible with finger on the page where the book begins. 




0. 



^ 1,2 C.E.N 




MAJ.PRO. 5. I.J.L.E.D. 



KW.PR0.I2. H jWSiS 






1 Suggested by Rev. W. F. Crafts, D.D., in" an article in the Christian Statesman. 



REVISED NORMAL LESSONS 



?5 



REVIEW QUESTIONS 

Name the books of the Law. 

Name the three books in the first section of the historical books. 

Name the six books in the second section of the historical books. 

Name the three books in the third section of the historical books. 

Name all the twelve historical books. 

What are the poetical books? 

What are the five books of the major prophets? 

What are the three books of the first section of the minor prophets? 

Name the second section of the minor prophets. 

Name the third section of the minor prophets. 

Name the fourth section of the minor prophets. 

Name all the twelve minor prophets. 



LESSON III. THE BOOKS OF THE NEW TESTAMENT 

1. The New Testament, though less than one third the size of the 
Old, has also Five Divisions, as follows: 

i. Biographical* 4 books. 

2. Historical, i book. 

3. Pauline Epistles. 13 books. 

4. General Epistles* 8 books. 

5. Prophetical. 1 book. 

We arrange these in the same form as those of the Old Testament. 




16 REVISED NORMAL LESSONS 

II. The Books of the New Testament are the following: 

i. The four Biographical Books are Mat'thew, Mark, Luke, John. 

2. The one Historical Book is Acts. 

3. The thirteen Pauline Epistles (that is, letters of the Apostle 
Paul) may be arranged in four sections, as follows: 

1.) Ro'mans, First and Second Co-rin'thi-ans. 

2.) Ga-la'ti-ans, E-phe'si-ans, Phi-lip'pi-ans, Co-los'si-ans. 

3.) First and Second Thes'sa-lo'ni-ans, First and Second Tim'- 

o-thy. 
4.) Ti'tus, Phi-ie'mon. 

4. The eight General Epistles are so named because most of them 
were addressed to the general Church, and not to any special church 
or person. They are Hebrews, 1 James, First and Second Pe'ter, First, 
Second, and Third John, Jude. 

Though all these are called "General," yet two of them, Second and Third John, 
are letters written to individual Christians. 

5. The one Prophetical Book is the Rev'e-la'tion, which is also 
called "the A-poc'a-lypse," which is a Greek word meaning "Revela- 
tion" or "unveiling." 

The names of these books should be memorized in the same manner 
as has been already suggested in Lesson II. 

REVIEW QUESTIONS 

Into how many parts is the New Testament divided? 

Name the divisions of the New Testament. 

State the number of books in each division. 

Name the biographical books. 

Name the historical books. 

Name the first three Pauline Epistles. 

Name the four books in the second section of the Pauline Epistles. 

Name the four books of the third section of the Pauline Epistles. 

Name the two books of the fourth section of the Pauline Epistles. 

Repeat in order the thirteen Pauline Epistles. 

Name the eight General Epistles. 

Which of these are properly not general, but special? 

What is the prophetical book of the New Testament? 

By what other name is this book called? 

Bound the book of Acts. 

Bound the Epistle to Co-los'si-ans. 

Bound the Epistle to the He'brews. 



1 Hebrews was formerly regarded as one of the Pauline Epistles; but is now believed 
not to have been written by St. Paul; and should take a place among the General 
Epistles. 



REVISED NORMAL LESSONS 17 



LESSON IV. REVIEW OF PART I 

I. The meaning of the word Bible. 

II. Names of the Bible in the book itself. 

III. The number of its authors; the centuries of its composition; 
number of its books. 

IV. The divisions of the Old Testament and number of books in 
each division. 

V. Names of the books in each of the five divisions of the Old 
Testament. 

VI. The divisions of the New Testament. 

VII. The names of the books in each division of the New Testament. 

BLACKBOARD OUTLINE 



* 


* 


I. 


Bible. Biblos; Book. 


II. 


Names. Wo. Scrip. La. 


III. 


36 A. 66 B. 16 C. 


IV. 


0. T. 1. Pent. 5. 2. Hist. 12. 3. Poet. 5. 4. Maj. 




Pro. 5. 5. Min. Pro. 12. 


V. 


Law. G. E. L. N. D. Hist. J. J. R. 1, 2 S. 1, 2 




K. 1, 2 Ch. E. N. E. Poet. J. P. P. E. S.-S. 




Maj. Pro. I. J. L. E. D. Min. Pro. H. J. A. 




0. J. M. N. H. Z. H. Z. M. 


VI. 


N. T. 1. Bio. 4. 2. Hist. 1. 3. Pau. Ep. 13. 




4. Gen. Ep. 8. 5. Pro. 1. 


VII. 


Bio. M. M. L. J. Hist. A. Pau. Ep. R. 1, 2 C. 




G. E. P. C. 1, 2 T. 1, 2 T. T. P. Gen. Ep. 




H. J. 1,2 P. i, 2,3 J.J. Pro. R. 


* 


* 



PART II 

SIX LESSONS IN BIBLE HISTORY 



LESSON V. 
LESSON VI. 
LESSON VII. 
LESSON VIII. 
LESSON IX. 
LESSON X. 



OLD TESTAMENT HISTORY. PART I. 
OLD TESTAMENT HISTORY. PART II. 
OLD TESTAMENT HISTORY. PART III. 
NEW TESTAMENT HISTORY. PART I. 
NEW TESTAMENT HISTORY. PART II. 
REVIEW OF BIBLE HISTORY. 



LESSON V. OLD TESTAMENT HISTORY 

Part I. The First Period 

i. The central theme of the divine revelation is redemption, or 
salvation through Christ. 

2 . Throughout the Bible this theme of redemption is presented his- 
torically* God revealed his plan of saving men, not in a theological 
system, but in the story of his dealings with the world at large, and 
with one people in particular. 

3. Therefore to understand the truths of salvation, as revealed in 
Scripture, we must study Bible history, and obtain a view not only 
of its leading events, but also of its underlying principles. 

4. The history of the Old Testament will include the time from the 
creation of man to the birth of Christ — an epoch of four thousand years 
according to the common chronology. 1 We divide this into five periods : 

I. The Period of the Human Race. 

II. The Period of the Chosen Family. 

III. The Period of the Is'ra-el-ite People. 

IV. The Period of the Is'ra-el-ite Kingdom. 
V. The Period of the Jewish Province. 

1 The chronology of the Bible is not a matter of the divine revelation, and scholars 
are not agreed with respect to the dates of early Scripture history. The system of 
chronology commonly found in reference Bibles is that of Archbishop Usher, who lived 
1580—1656, long before the modern period of investigation in Bible lands. Usher's 
dates of events earlier than the captivity in Babylon, B. C. 587, are now discarded by 
scholars, and other dates are substituted in these lessons. It is now believed that from 
Adam to Christ was much longer than four thousand years. 



REVISED NORMAL LESSONS 19 

I. We find in the opening of the Bible that The Htiman Race is 

the subject of the history. This theme extends through the first 
eleven chapters of Gen'e-sis, which narrate the history of more than 
half of the whole Bible as regards time. During this long period no 
one tribe or nation or family is selected; but the story of all mankind 
is related by the historian in the book of Gen'e-sis. 

1. This period begins with the Creation of Man (not the creation of 
the World) , at some unknown time which scholars have not been able 
to fix; and it ends with the Call of A'bra-ham, also at a date uncertain, 
though given with some doubt at about B. C. 2280. 1 With this event 
Bible history properly begins. 

2 . Through this period it would appear that God dealt with each per- 
son directly, without mediation or organized institutions. We read of 
neither priest nor ruler, but we find God speaking individually with 
men. See Gen. 3. 9; 4. 6; 5. 22; 6. 13; and let the class find other 
instances. We call this, therefore, the period of Direct Administration. 

3. All the .events of this period may be connected with three epochs: 
1.) The Fall (Gen. 3.6), which brought sin into the world (Rom. 

5. 12), and resulted in universal wickedness (Gen. 6. 5). 

2.) The Deluge (Gen. 7. 11, 12). By this destruction the entire 
population of the world, probably confined to the Eu-phra'tes 
valley, was swept away (Gen. 7. 23), and opportunity was given 
for a new race under better conditions (Gen. 9. 18, 19). 

3.) The Dispersion (Gen. to. 25). Hitherto the race had massed 
itself in one region, and hence the righteous families were over- 
whelmed by their evil surroundings. But after the deluge an 
instinct of migration took possession of families, and soon the 
whole earth was overspread. This is attested by Scripture 
(Gen. 11. 4, 8), by tradition, and by the evidences of language; 
and was according to a divine purpose. 

4. In this period we call attention to three of its most important 
Persons: 

1.) Ad'am, the first man (Gen. 5. 1, 2). His creation, fall, and 

history are briefly narrated. 
2.) E'noch, who walked with God (Gen. 5. 24), and was translated 

without dying. 
3.) No' ah, the builder of the ark (Gen. 6. 9), and the father of a 

new race. 

1 No dates are assigned for the events of this early period. The chronology is so 
uncertain that it is not necessary for the student of this lesson to commit it to memory. 
The date of the call of Abraham is named at about B. C. 2280 by eminent scholars, 
6ut may be changed by discoveries yet to be made. 



20 



REVISED NORMAL LESSONS 



BLACKBOARD OUTLINE 



*¥ 



*T 



I. Per. Hu. Ra. 
C. M. 
C. A. 



Dir. Adm. 



Fa. 

Del. 

Dis. 



A. E. N. 



►r 



II.Per.Ch.Fam. 



III. Per. Is. Peo. 



IV. Per. Is. Kin. 



V. Per. Je. Prov. 



-►r 



REVIEW QUESTIONS 



What is the central theme of the Bible? 

How is this theme presented in the Bible? 

Why should we study the history of the Bible? 

What are the five periods of Old Testament history? 

What is the subject of the history during the first period? 

With what events does the first period begin and end? 

What is said concerning the dates of early events? 

What kind of divine government in relation to men is shown in the first period 1 

Into what epochs is the first period subdivided? 

What results followed the first man's falling into sin? 

Where- was the population of the world confined up to the time of the flood ? 

How did the flood become a benefit to the world? 

What new instinct came to the human family after the flood? 

Name three important persons in the first period. 

State a fact for which each of these three men is celebrated. 

What three events in the first period are to be remembered? 



LESSON VI. OLD TESTAMENT HISTORY 
Part II. Second and Third Periods 

II. A new chapter in Bible history at Gen. 12. i. Here we find one 
family of the race is selected and made the subject of the divine revela- 
tion. This was not because God loved one family more than others, 
but because the world's salvation was to be wrought through that fam- 
ily (Gen. 12. 2, 3). Hence we call this the Period of the Chosen 
Family. 

1. This period extends from the Call of A'bra-ham (Gen. 12. 1), B. C. 
2280? to the Ex'o-dtts from E'gyp% B. C. 1270?. 









REVISED NORMAL LESSONS 21 

2 . In this period we notice the recognition of the family. God deals 
with each family or clan through its head, who is at once the priest and 
the ruler (Gen. 17. 7; 18. 19; 35. 2). We call this period, therefore, 
that of the Patriarchal Administration. 

3. We subdivide this period into three epochs: 

1.) The Jottrneyings of the Patriarchs (Gen. 12. 5; 13. 17, 18; 
20. 1, etc.). As yet the chosen family had no dwelling-place, 
but lived in tents, moving throughout the land of promise. 

2.) The Sojourn in E'gypt. In the lifetime of the patriarch Jacob, 
but at a date unknown, the Is'ra-el-ite family went down to 
E'gypt, not for a permanent home, but a "sojourn," which lasted, 
however, four hundred and thirty years (Gen. 46. 5-7; 50. 24). 

3.) The Oppression of the Is'ra-el-ites. Toward the close of the 
sojourn the Is'ra-el-ite family, now grown into a multitude 
(Exod. 1. 7), endured cruel bondage from the E'gyp-tians 
(Exod. 1. 13, 14). This was overruled to promote God's de- 
sign, and led to their departure from E'gypt, which is known 
as "the Ex'o-dus," or going out. 

4. From the names of men in this period we select the following: 
1.) A'bra-ham, the friend of God (James 2. 23). 

2.) Ja'cob, the prince of God (Gen. 32. 28). 
3.) Jo'seph, the preserver of his people (Gen. 45. 5). 
III. When the Is'ra-el-ites went out of E'gypt a nation was born, 
and the family became a state, with all the institutions of government. 
Therefore we call this the Period of the Is'ra-el-ite People. 

1. It opens with the Ex'o-dus from E'gypt, B. C. 1270? (Exod. 12. 
40-42), and closes with the Coronation of Saul, B. C. 1050?. 

.2. During this period the government of the Is'ra-el-ites was peculiai. 
The Lord was their only king (Judg. 8. 23), but there was a priestly 
order for religious service (Exod. 28. 1), and from time to time men 
were raised up by a divine appointment to rule, who were called judges 
(Judg. 2. 16). This constituted the Theocratic Administration, or a 
government by God. 

3. We subdivide this period as follows: 

1.) The "Wandering in the "Wilderness. This was a part of God's 
plan, and trained the Is'ra-el-ites for the conquest cf their land 
(Exod. 13. 17, 18). It lasted for forty years (Deut. 8. 2). 
2.) The Conquest of Ca'naan, which immediately followed the 
crossing of the Jordan (Josh. 3. 14-17). The war was vigor- 
ously carried on for a few years, but the land was only seemingly 
conquered, for the native races remained upon the soil, and in 
some places were dominant until the time of David. 



22 



REVISED NORMAL LESSONS 



3.) The Rule of the Judges. From the death of Josh'u-a (B. C. 
1200?) the people were directed by fifteen judges, not always 
in direct succession. 
4. This period has been justly called "the Age of the Heroes" and 
from many great men we choose the following : 

1.) Mo'ses, the founder of the nation (Deut. 34. 10-12). 
2.) Josh'u-a, the conquerer of Ca'naan (Josh. n. 23). 
3.) Gid'e-on, the greatest of the judges (Judg. 8. 28). 
4.) Sam'u-ei, the last of the judges (1 Sam. 12. 1, 2). 



►r 



BLACKBOARD OUTLINE 



>h 



I. Per. Hu. Ra. 
C. M. 
C. A. 



Dir. Adm. 



Fa. 

Del. 

Dis. 



A. E. N. 



►r 



II.Per.Ch.Fam. 
C. A. 
E. E. 


III. Per. Is. Peo. 
E. E. 
C. S. 


Patr. Adm. 


The. Adm. 


Jou. Pat. 
Soj. Eg. 
Opp. Isr. 


Wan. Wil. 
Con. Can. 
Ru. Jud. 


A. J. J. 


M. J. G. S. 



REVIEW QUESTIONS 

What is the name of the second period? 

Why is it so named? 

With what events does the second period begin and end? 

What kind of divine administration do we notice in the second period? 

Into what three epochs is the second period divided? 

What were the beneficial results of the bondage in E'gypt upon the Is'ra-el-ites? 

Name three persons of the second period. 

For what fact or trait is each of these three persons distinguished? 

What is the third period of the Bible history called? 

With what events did it begin and end? 

How was Is'ra-el governed during this period? 

What are its subdivisions? 

How. many judges governed the Is'ra-el-ites after Josh'u-a? 

Name four important persons of the third period. 

State for what each of these persons was distinguished. 

What three events in the second and third periods are to be remembered? 



REVISED NORMAL LESSONS 



LESSON VII. OLD TESTAMENT HISTORY 
Part III. Fourth and Fifth Periods 

IV. With the reign of the first king a new period opens. We now 
study the history of The Is'ra-el-ite Kingdom* The kingdom was 
divided after the reign of three kings, but even after the division it was 
regarded as one kingdom, though in two parts. We find constant 
allusion to Israel as a people of twelve tribes, even as late as the New 
Testament period (James i. i). 

i. This period extends from the coronation of Saul, B. C. 1050? 
(1 Sam. 11. 15), to the captivity of Bab'y-lon, B. C. 587. 

2. During this period the chosen people were ruled by kings, hence 
this is named the Regal Administration* The king of Is'ra-el was not 
a despot, however, for his power was limited, and he was regarded as 
the executive of a theocratic government (1 Sam. 10. 25). 

3. This period is divided into three epochs, as follows: 

1.) The Age of Unity, under three kings, Saul, Da'vid, and Sol'o- 
mon, each reigning about forty years. In Da'vid's reign (about 
1000 B.C.) the kingdom became an empire, ruling all the lands 
from E'gypt to the Eu-phra'tes. 

2.) The Age of Division. The division of the kingdom took place 
B. C. 934, when two rival principalities, Is'ra-el and Ju'dah, suc- 
ceeded the united empire, and all the conquests of Da'vid were 
lost (1 Kings 12. 16, 17). The kingdom of Is'ra-el was gov- 
erned by nineteen kings, and ended with the fall of Sa-ma'ri-a 
(B. C. 721), when the Ten Tribes were carried into captivity 
in As-syr'i-a (2 Kings 17. 6) and became extinct. 

3.) The Age of Decay. After the fall of Is'ra-el, Ju'dah remained 
as a kingdom for one hundred and thirty-four years, though 
in a declining condition. It was ruled by twenty kings (in- 
cluding one usurping queen), and "was finally conquered by the 
Chal-de'ans. The Jews were carried captive to Bab'y-lon in 
587 B. C. (2 Chron. 36. 16-20). 

4. The following may be regarded as the representative Persons 
of this period, one from each epoch: 

1.) Da'vid, the great king (2 Sam. 23. 1). 

2.) E-li'jah, the great prophet (1 Kings 18. 36). 

3.) Hez'e-ki'ah, the good king (2 Kings 18. 1-6). 

V. In the closing period of Old Testament history we find the tribe 
of Ju'dah alone remaining, and during most of the time under foreign 
rule ; so we name this the Period of the Jew'ish Province. 



24 REVISED NORMAL LESSONS 

i. It extends from the beginning of the captivity at Bab'y-fon, 
B. C. 587, to the Birth of Christ, B. C. 4. 1 

2. During this period Ju-de'a was a subject land, except for a brief 
epoch. This may be called, therefore, the Foreign Administration, 
as the rule was through the great empires in succession. 

3. This period may be subdivided into five epochs. For the first 
and a part of the second we have the Old Testament as our source of 
history; all the rest fall in the four centuries of silence between the 
Old and the New Testament. 

1.) The Chal-de'an Supremacy* Fifty years from the captivity, 
B. C. 587, to the conquest of Bab'y Ion by Cy'rus, B. C. 536, 
by which the Chal-de'an empire was ended, and the Jews were 
permitted to return to their land (Ezra 1. 1—3). 
2.) The Per'si-an Supremacy* About two hundred years from 
the fall of Bab'y-lon, B. C. 536, to the battle of Ar-be'la, B. C. 
330, by which Al'ex-an'der the Great won the Per'si-an em- 
pire. During this epoch the Jews were permitted to govern 
themselves under the general control of the Per'si-an 
kings. 
3.) The Greek Supremacy. Al'ex-an'der's empire lasted only ten 
years, but was succeeded by Greek kingdoms, under whose rule 
the Jews lived in Pal'es-tine for about one hundred and sixty 
years. 
4.) The Mac'ca-be'an Independence. About B. C. 168 the 
tyranny of the Greek king of Syr'i-a drove the Jews to revolt. 
Two years later they won their liberty under Ju'das Mac'ca- 
be'us, and were ruled by a line of princes called As'mo-ne'ans, or 
Mac'ca-be'ans, for one hundred and twenty-six years. 
5.) The Ro'man Supremacy. This came gradually, but began 
officially in the year B. C. 40, when Her'od the Great received 
the title of king from the Ro'man senate. Thenceforth the 
Jewish province was reckoned a part of the Ro'man empire. 

The student may note certain dates as important, though the earlier 
are uncertain: 

The coronation of Saul, B. C. 1050?. 

The division of the kingdom, B. C. 934?. 

The fair of Sa-ma'ri-a, B. C. 721. 

The captivity at Bab'y-lon, B. C. 587. 

The return from captivity, B. C. 536. 

1 When the birth of Christ was adopted as an era of chronology, about A. D. 400, a 
mistake of four years was made by the historian who first fixed it- Hence the year 
in which Christ was born was in reality B. C. 4 



REVISED NORMAL LESSONS 



25 



4. In each epoch of this period we select one important Person. 
1 .) In the Chal-de'an Supremacy, Dan'iel, the prophet and prince 

(Dan. 2. 48; 5. 12). 
2.) In the Per'si-an Supremacy, Ez'ra the scribe, the framer of 

the Scripture canon and the reformer of the Jews (Ezra 7. 6, 10). 
3.) In the Greek Supremacy, Si'mon the Just, a distinguished 

high priest and ruler. 
4.) In the Mac'ca-be'an Independence, Ju'das Mac'ca-be'us, the 

liberator of his people. 
5.) In the Ro'man Supremacy, Her'od the Great, the ablest but 

most unscrupulous statesman of his age. 

To the Student. — Lessons V, VI, and VII are among the most important of the 
series, and should be thoroughly mastered and frequently reviewed, until the entire 
outline and the principal dates are fixed in the memory. 



BLACKBOARD OUTLINE 



t 



I. Per. Hu. Ra. 
C. M. 
C. A. 


II. Per. Ch. Fam. 
C. A. 
E. E. 


III. Per. Is. Peo. 
E. E. 
C. S. 


IV. Per. Is. Kin. 
C. S. 
C. B. 


V. Per. Je. Prov. 
C. B. 
Bi. Ch. 


Dir.. Adm. 


Patr. Adm. 


The. Adm. 


Reg. Adm. 


For. Adm. 


Fa. 

Del. 

Dis. 


Jou. Pat. 
Soj. Eg. 
Opp. Isr. 


Wan. Wil. 
Con. Can. 
Ru. Jud. 


Ag. Un. 
Ag. Div. 
Ag. Dec. 


Ch. Sup. 
Per. Sup. 
Gk. Sup. 
Mac. Ind. 
Rom. Sup. 


A. E. N. 


A. J. J. 


M. J. G. S. 


D. E. H. 


D. E. S. J. H. 



t±i 



-►r 






REVIEW QUESTIONS 

What is the fourth period called? 

With what events did it begin and end? 

What were the dates of these two events? 

How were the people governed during this period? 

What were the three subdivisions of this period? 

Under whom did the kingdom become an empire? 

What was the extent of its empire? 

When did the division of the kingdom take place? 

What was the result of the division? 

How many were the kings of the Ten Tribes? 

With what event, and at what date, did the kingdom of Is'ra-el end? 

How long did Ju'dah last after the fall of Is'ra-el? 



26 REVISED NORMAL LESSONS 

How many kings reigned in Ju'dah? 

By what people was Ju'dah conquered? 

To what city were the Jews carried captive? 

Name three representative persons of the period of the kingdom. 

What is the closing period of Old Testament history called? 

With what events and dates did it begin and end? 

How were the Jews governed during most of this time? 

Name its five epochs. 

Under whom did the Jews obtain independence? 

State five important events and dates in the fourth and fifth periods. 

Name one person in each epoch of the fifth period, and for what he is distinguished. 



LESSON VIII. THE NEW TESTAMENT HISTORY 1 
Part I. The Life of Christ 

While the Old Testament contains the history of from four thousand 
to six thousand years, the New Testament includes less than one hun- 
dred years, not one fortieth as long a period. Yet it is not to be neg- 
lected, for the subjects which it presents are of surpassing importance. 

The New Testament history embraces seventy-five years, from the 
Vision of Zach'a-ri'as to the Fall of Je-ru'sa-lem, an event often pre- 
dicted in the New Testament, though not reported historically (Luke 
21. 5, 6). 

The events of this time are divided into five periods, as follows: 

i. The Preparation. 32 years. 

2. The Mes-si'ah's Ministry. 3 years. 

3. The Church iri Ju-de'a. 5 years. 

4. The Church in Transition. 15 years. 

5. The Church of the Gen' tiles. 20 years. 

I. The first of these periods is that of the Preparation for the new 
dispensation. 

1 . This period begins with the Vision of Zach'a-ri'as (Luke 1 . 11, 12), 
B. C. 6, according to the common chronology, and ends with the 
Baptism of Christ, A. D. 27 (Matt. 3. 13-17). 

2. During this period the field of the history is the Land of Pales- 
tine, then and throughout all the New Testament history under the 
domination of the Ro'man empire. 

3. There is one person who is the center of the story during this 
period, John the Baptist. He appears as the prominent figure of 
the epoch (Matt. 3. 1; John 1. 6). 

x The outline of this lesson, and the following, has already been published as one of 
the tables in the International Teachers' Bible, and is here used by permission. 



REVISED NORMAL LESSONS 27 

4. The thirty- two years of this period may be subdivided as fol- 
lows: 

1.) The Vision of Zach'a-ri'as, which was the prediction of the 

birth of John the Baptist (Luke 1. 11, 12). 
;..) The Annunciation to Mary (Luke 1. 26, 27), the promise of 

Christ's birth. 
3.) The Childhood of John the Baptist (Luke 1. 59-66, 80). 
4.) The Infancy of Je'sus. Compare Luke 2. 1-39 and Matt. 2. 

1-23. 
5.) The Youth of Je'sus, which was passed at Naz'a-reth (Luke 2. 

51, 52). His trade (Mark 6. 3). 
6.) The Ministry of John the Baptist (Luke 3. 1-3). Among the 
last acts of his ministry was the baptism of Je'sus. 
II. The next period is that of the Mes-si'ah's Ministry, which 
embraces the events of a little more than three years. 

1. The period extends from the Baptism of Christ, A. D. 27, to the 
Ascension of Christ, A. D. 30. 

2. The place of this period is the Land of Pal'es-tine, all of whose 
provinces were visited by Je'sus. 

3. The principal person is Je'sus the Christ, whose life and work 
are the theme of the four gospels. 

4. We subdivide the ministry of Je'sus into six periods, as follows: 
1.) The Year of Obscurity, narrated in John 1-4, and passed 

mainly in Ju-de'a. Find in the chapters, (1) The meeting of 
the earliest disciples; (2) The first miracle; (3) Two remark- 
able conversions; (4) A second miracle. 

2.) The Year of Popularity, narrated by the first three evangelists 
(see Luke 4. 14; 9. 17), with additions in John 5 and 6. It was 
passed in Gal'i-lee, with a visit to Je-ru / sa-lem. Most important 
events, (1) The Call of the Twelve; (2) The Sermon on the Mount 
(Matt. 5. 1); (3) Feeding the Five Thousand (Mark 6. 41). 

3.) The Year of Opposition, narrated by all the evangelists, but 
especially by Luke. During this year Je'sus visited all the five 
provinces of Pal'es-tine. Principal events, (1) The Trans- 
figuration (Mark 9. 2) ; (2) The Raising of Laz'a-rus (John 
11.43, 44); (3) The Parable of the Prodigal Son (Luke 15. 
18, 19). 

4.) The "Week of the Passion, related in all the gospels with re- 
markable fullness. During this week Je'sus remained in and 
near Je-ru'sa-lem. Its most important events were, (1) The 
Triumphal Entry (Mark n. 8-1 1); (2) The Last Supper 
(Luke 22. 14); (3) The Agony in the Garden (Luke 22. 44). 



28 



REVISED NORMAL LESSONS 



5.) The Day of Crucifixion, related by all the gospels more fully 
than any other day in Bible history. Its events took place at Je- 
ru'sa-lem. Compare the four accounts and rind, (1) Four persons 
before whom Je'sus was tried; (2) The seven utterances on the 
cross; (3) The men and women who took part in the burial of 
Je'sus. 

6.) The Forty Days of Resurrection, of which we need to com- 
bine the accounts in all the gospels. Most of the ten appear- 
ances were at Je-ru'sa-lem, one was not many miles distant, and 
two were in Gal'i-lee. The most important were, (1) The Ap- 
pearance to Mary Mag'da-le'ne (John 20); (2) The Walk to 
Em'ma-us (Luke 24. 13—16); The Ascension (Acts 1. 9-12). 



*i*- 



BLACKBOARD OUTLINE 



I. Per. Prep. 



Vis. Zach., B. C. 6. 
Bap. Chr., A. D. 27. 



Pal. 



John Bap. 



1. Vis. Zach. 

2. Ann. Ma. 
3-Ch.J.B. 

4. Inf. Jes. 

5. You. Jes. 

6. Min. J. B. 



T" 



II. Per. Mes. Min. 



Bap. Ch., A. D. 27. 
Asc. Ch., A. D. 30. 



Pal. 



Jes. Chr. 



Ye. Obs. 
Ye. Pop. 
Ye. Opp. 
We. Pas. 
Da. Cm. 
Fo. D. Res. 



III. Ch. Jud. 



IV. Ch. Trans. 



-* 



V. Ch. Gen. 



►r 



REVIEW QUESTIONS 

How long a period is included in New Testament history? 

How does this compare with the length of Old Testament history? 

Name the five periods of New Testament history. 

With what events does the first period begin and end? 

What land was the field of the first period? 

What person is most prominent in the first period? 

Name six most important events of the first period. 

What is the second period called? 

How long was the second period? 

What land is made prominent in it? 

Who is its most important person? 

Name the six subdivisions of the second period. 



REVISED NORMAL LESSONS 29 

State some of the most important events in the first year of Christ's ministry. 

Where was the first year passed? 

What is the second year of Christ's ministry called? 

Where was the second year passed? 

Name its three most important events. 

What is the third year of Christ's ministry called? 

Where was this year passed? 

What were its three most important events? 

What week is narrated in all the gospels ? 

Where was that week passed? 

What were its three most important events? 

What day is recorded in the Bible more fully than any other? 

Before what four men was Je'sus brought for trial? 

State some of Christ's utterances on the cross. 

Name some of those who took part in the burial of Je'sus. 

What is the last period in Christ's life? 

How many appearances of Je'sus after his resurrection are narrated? 

Which was the first appearance? 

Where did Je'sus appear to two disciples? 

From what mountain did Je'sus ascend to heaven? 



LESSON IX. THE NEW TESTAMENT HISTORY 
Part II. The Early Church 

When Je'sus Christ ascended to heaven he left his Church on the 
earth to begin its work of winning the world. The growth of the 
Church is the subject of the last three periods of New Testament history. 

III. For about five years after the ascension of Christ the Church 
was entirely in Ju-de'a or Pal'es-tine, and mostly near Je-rii'sa-lem. 
No Gen' tiles were in its membership, and it made but little effort to 
evangelize the world. We call this the Period of the Church in Jtt-de'a* 

1. This period extends from the Ascension of Christ, A. D. 30, to the 
Choosing of the Seven, A. D. 35. 

2. During this period the field of the Church was limited to the 
province of Ju-de'a* 

3. Anyone who reads the first six chapters of the book of Acts will 
observe that the most prominent person in this epoch is Pe'ter the 
Apostle, the leader and spokesman of the twelve. 

4. We subdivide this period as follows: 

1.) The Outpouring of the Spirit (Acts 2. 1-4). On the day of 
Pentecost the Holy Spirit descended with power, and three 
thousand were added to the Church. 



3 o REVISED NORMAL LESSONS 

2.) The Testimony of the Gospel. This was the general proclama- 
tion, by all the apostles and members of the Church, of Jesus 
as the expected Messiah King of Israel (Acts 2 to 5). 
3.) The Apostolic Miracles. Note several of these, and the circum- 
stances under which they were wrought (x\cts 3 to 5). 
4.) The Apostles Persecuted. This was the natural result of their 

persistent boldness in proclaiming the Gospel (Acts 4 to 6). 
5.) The Growth of the Church. Notice the various numbers men- 
tioned at different times during this period (Acts 2, 41 ; 4. 4; 5. 
14; 6. 7). 
6.) The Choosing of the Seven (Acts 6. 1-7). This event ushered 
in a new epoch, for it brought forward a new leader with en- 
larged views of the Gospel. 
IV. The fifteen years which followed the death of Ste'phen witnessed 
a great change in the Church. From a body of Jews only, located in 
Je-ru'sa-lem, it became a Church for the whole world, wherein Jews and 
Gen'tiles were united and equal. Hence we call this the Period of 
Transition. 

1. It extends from the Choosing of the Seven, A. D. 35, to the 
Council at Je-ru'sa-lem, A. D. 50. 

2. The field of the Gospel was greatly enlarged during this period. 
In successive stages it extended through Pal'es-tine, through Syr'i-a, 
and through A'si-a Mi'nor. 

3. The new spirit of the Church called forth new leaders, among 
whom we note Ste'phen, who inaugurated the movement for giving 
the Gospel to the Gen'tiles (Acts 6. 14); Phil'ip, who first preached 
the Gospel outside the boundaries of the Jewish province (Acts 8. 5) ; 
Bar'na-bas and Saul, who went out as the first missionaries (Acts 13. 
2, 3); and James, the Lord's brother, who was at the head of the 
Church in Je-ru'sa-lem (Acts 15. 13). 

4. We subdivide the period as follows: 

1.) Stephen's Preaching (Acts 6, 7). This was the first preaching 
of salvation for Gentiles as well as Jews. 

2.) Saul's Persecution (Acts 8. 3). This began with the martyr- 
dom of Ste'phen, but was pursued with such vigor as to scatter 
the Church in Je-ru'sa-lem, and thus to send the Gospel to other 
cities and lands (Acts 8. 4). 

3-) The First Gen'tile Christians. These were in Sa-ma'ri-a (Acts 
8. 5), an E'thi-o'pi-an nobleman (Acts 8. 27) and a Ro'man 
officer (Acts 10. 1). 

4.) Saul's Early Ministry. The slayer of Ste'phen soon became 
Stephen's successor in carrying the Gospel to the Gen'tiles and 



REVISED NORMAL LESSONS 31 

in suffering persecution from the Jews (Acts 11. 18, 19, 

23). 
5.) The Church at An'ti-och (Acts 11. 20). Here was founded a 
Church whose membership consisted of Gentiles and Jews united 
in love. 
6.) The First Missionary Journey (Acts 13. 2-4). From the 
Church at An'ti-och Bar'na-bas and Saul went forth to preach 
the Gospel in the provinces of A'si-a Mi'nor. 
7.) The Council at Je-ru'sa-lem (Acts 15. 2). In this meeting it 
was finally settled that Jews and Gen'tiles should enjoy the 
same privileges in the Church. This was the last step in the 
transition from Jew'ish to Gen'tile Christianity. 
V. The last period in New Testament history is that of the Church 
of the Gen'tiles, the story of the continual progress and extension of 
the GospeL 

1. It extends from the Council at Je-ru'sa-lem, A. D. 50, to the Fall 
of Je-ru'sa-lem, A. D. 70. 

2. During this period we find that "the field is the world," for the 
Gospel is now abroad over the entire Ro'man Empire, which then 
included all the lands about the Med'i-ter-ra'ne-an. 

3. One man appears as the great leader of the Church during this 
epoch, Paul the Apostle. 

4. The subdivisions of this period are as follows: 

1.) Paul's Second Journey (Acts 15. 40), by which the Gospel was 
planted in Eu'rope (Acts 16. 9, 10). 

2.) Paul's Third Journey (Acts 18. 23), at which time the Church 
obtained a strong foothold in the great city of Eph/e-sus (Acts 
19. 10). 

3.) Paul a Prisoner (Acts 21. 30-33). After his arrest he re- 
mained for nearly five years in the hands of the Ro'man govern- 
ment, at Cses'a-re'a, on the voyage, and at Rome. 

4.) Paul's Last Years. These were spent partly at work and 
partly in prison, until his final martyrdom, A. D. 68. 

5.) Ne'ro's Persecution. This was the first of many attempts en 
the part of the Roman imperial power to crush the growing 
Church of Christ. 

6.) The Fall of Je-ru'sa-lem. The Jews rebelled against the Ro'- 
mans A. D. 66, and in A. D. 70 their city was utterly destroyed 
and their state was extinguished. 



32 



REVISED NORMAL LESSONS 



BLACKBOARD OUTLINE 



*T 



>¥ 



I. Per. Prep. 



Vis. Zach., B. C 

6. 
Bap. Jes., A. D. 

27. 



Pal. 



John Bap. 



1. Vis. Zach. 

2. Ann. Ma. 

3. Ch. J. B. 

4. Inf. Jes. 

5. You. Jes. 

6. Min. J. B. 



II. Per. Mes. 
Min. 


III. Per. Ch. 
Jud. 


IV. Per. Trans. 


V. Per. Ch. Gen. 


Bap. Ch., 27. 
Asc. Ch., 30. 


Asc. Chr., 30. 
Cho. Sev., 35. 


Cho. Sev., 35. 
Coun. Jer., 50. 


Coun. Jer., 50. 
Fa. Jer., 70. 


Pal. 


Jud. 


Pal. Syr. As. M. 


Rom. Em. 


Jes. Chr. 


Pet. Ap. 


St. Ph. Bar. Sa. 
Ja. 


Pau. Ap. 


1. Ye. Obs. 

2. Ye. Pop. 

3. Ye. Opp. 

4. We. Pass. 

5. Da. Cru. 

6. Fo. D. Res. 


1. Out. Sp.> 

2. Test. Gosp. 

3. Ap. Mir. 

4. Ap. Per. 

5. Gro. Ch. 

6. Cho. Sev. 


1. St. Pre. 

2. Sa. Per. 

3. Fi. Gen. Chr. 

4. Sa. Ea. Min. 

5. Ch. Ant. 

6. Fi. Mis. Jour. 

7. Coun. Jer. 


i. Pa. Sec. Jou. 

2. Pa. Thi. Jou. 

3. Pa. Pris. 

4. Pa. La. Ye. 

5. Ner. Per. 

6. Fa. Jer. 



*- 



* 



REVIEW QUESTIONS 



Where was the Church located after the ascension of Christ? 

Of what was its membership composed at this time? 

What is the third period of New Testament history called? 

With what events and dates does it begin and end? 

Where was its field during this period? 

Who was the leader of the Church at this time? 

How is the third period subdivided? 

What took place on the day of Pen'te-cost? 

What were some of the apostolic miracles? 

Who were "the seven," and for what were they chosen? 

What is the fourth period called, and why? 

With what events and dates does the fourth period begin and end? 

What lands formed the field of the Gospel at this time? 

Who were the leaders of the Church at this time? 

What are the subdivisions of the fourth period? 

Who became Ste'phen's successor? 

Where was founded the first Church of Jews and Gen'tiles united? 

Who went on the first missionary journey? 

For what purpose was the council at Je-ru'sa-lem held? 

Name the last period in New Testament history. 

With what events and dates does it begin and end? 

What was the field of the Church at this time? 

Who was the leader of the Church during this period? 

What are the subdivisions of the fifth period? 

With what events does New Testament history end? 



REVISED NORMAL LESSONS 33 

LESSON X. REVIEW OF BIBLE HISTORY 

I. Name the five periods of Old Testament history. 

II. State the event and date with which each period begins and ends. 

III. State the form of divine administration in each Old Testament 
period. 

IV. Name the subdivisions of each Old Testament period in order. 

V. Name the great men in each period of the Old Testament in order. 

VI. State the most important events and dates in Old Testament 
history. 

VII. Name five periods of New Testament history. 

VIII. State the event and date with which each period begins and 
ends. 

IX. Name the prominent land in each period. 

X. Name the important persons in each period. 

XI. State the subdivisions in each period of New Testament history 
in order. 

N. B. — The blackboard outlines with Lessons VII and IX, taken 
together, will answer for this review. 

3 



PART III 

SIX LESSONS IN BIBLE GEOGRAPHY 



LESSON XI. THE OLD TESTAMENT WORLD. 

LESSON XII. THE NEW TESTAMENT WORLD. 

LESSON XIII. THE LAND OF PAL'ES-TINE. PART I. 

LESSON XIV. THE LAND OF PAL'ES-TINE. PART II. 

LESSON XV. THE LAND OF PAL'ES-TINE. PART III. 

LESSON XVI. REVIEW. 



LESSON XL THE OLD TESTAMENT WORLD 

1. Location and Extent. The history of the Old Testament was 
enacted upon a field less than half the area of the United States. It 
extended from the river Nile to the Per'si-an Gulf, and from the 
northern part of the Red Sea to the southern part of the Cas'pi-an. 
The world of Old Testament history was thus one thousand four hun- 
dred miles long from east to west, and nine hundred miles wide from 
north to south, and it aggregated one million one hundred and ten 
thousand square miles, exclusive of large bodies of water. 

II. Let us begin the construction of the map by drawing upon its 
borders Six Seas, four of which are named in the Old Testament. 

i. The Cas'pi-an Sea, of which only the southern portion appears 
in the northeastern corner of our map. 

2. The Per'si-an Gulf, south of the Cas'pi-an, on the southeast. 

3. The Red Sea, on the southwest (Exod. 15. 4; Num. 33. 10; 1 
Kings 19. 26 s ). 

4. The Med'i-ter-ra'ne-an Sea, on the central west. Note its names 
in Josh." 1. 4 and Deut. 34. 2. 

5. The Dead Sea, north of the eastern arm of the Red Sea (Gen. 14. 
3 ; Deut. 4. 49; Joel 2. 20; Ezek. 47. 18). 

6. The Sea of Gal'i-lee, north of the Dead Sea. The only allusions 
in the Old Testament are Num. 34. 11 and Josh. 13. 27. 

III. Next, we indicate the Mountain Ranges, most of which, though 
important as boundaries, are not named in the Bible. 

1. We find the nucleus of the mountain system in Mount Ar'a-rat, 
a range in the central north (Gen. 8. 4). I^rom this great range three 
great rivers rise and four mountain chains branch. 



36 



REVISED NORMAL LESSONS 



2. The Cas'pi-an Range extends from Ar'a-rat eastward around 
the southern shore of the Cas'pi-an Sea. 

3. The Za'gros Range extends from Ar'a-rat southeasterly to the 
Per'si-an Gulf, which it follows on the eastern border. 

4. The Leb'a-non Range extends from Ar'a-rat in a southwesterly- 
direction toward the Red Sea. Mount Her'mon, the mountain region of 
Pal'es-tine, Mount Se'ir, on the south of the Dead Sea, and even Mount 
Si'nai, all belong to this chain (Deut. 3. 25; Josh. 13. 5; 1 Kings 5. 6). 

5. The Tat/rus Range, from Ar'a-rat westward, following the 
northern shore of the Med'i-ter-ra'ne-an. 

IV. The Rivers, for the most part, follow the lines of the mountain 
ranges. 

1. The A-rax'es, from Ar'a-rat eastward into the Cas'pi-an Sea, may 
be taken as the northern boundary of the Old Testament world. 

2. The Tigris, called in the Bible Hid'de-kel, flows from Ar'a-rat, on 
the southwestern slope of the Za'gros mountains, in a southeasterly 
direction into the Per'si-an Gulf (Gen. 2. 14; Dan. 10. 4). 

3. The Eti-phra'tes, the great river of the Bible world, rises on the 
northern slope of Ar'a-rat, flows westward to the Tau'rus, then south- 
ward, following Leb'a-non, then southeasterly through the great plain, 
and finally unites with the Ti'gris (Gen. 2. 14; 15. 18; Josh. 1. 4; 24. 2). 

4. The Jor'dan flows between two parallel chains of 
the Leb'a-non range southward into the Dead Sea 
(Gen. 13. 10; Num. 22. 1; Judg. 8 

5. The Nile, in Af'ri-ca, flows 
Med'i-ter-ra'ne-an Sea (Gen. 41. 

V. The Old Testament world has three Natural Divi- 
sions, somewhat analogous to those of the United States. 

1. The Eastern Slope, from the Za'gros mountains 
eastward to the great desert. 

2. The Central Plain, between the Za'gros and 
Leb'a-non mountains, the larger portion a desert. 

3 . The "Western Slope, between Leb'a-non and the Med'i-ter-ra'ne-an 
Sea. 

VI. We arrange the Lands according to the Natural Divisions, 
giving locations, and not boundaries, as these changed in every age. 

1 . On the Eastern Slope lie : 
1.) Ar-me'ni-a (Rev. Ver., 




•4). 

northward into 
1; Exod. 2. 2). 



the 



"Ar'a-rat"), between Mount Ar'a-rat 

and the Cas'pi-an Sea (2 Kings 19. 37). 
2.) Me'di-a, south of the Cas'pi-an Sea (2 Kings 17. 6; Isa. 21. 2). 
3.) Per'si-a, south of Me'di-a and north of the Per'si-an Gulf 

(Ezra 1. 1; Dan. 5. 28). 



REVISED NORMAL LESSONS 37 

2. In the Central Plain we find: / 

(a) Between Mount Za'gros and the river Ti'gris : 
4.) As-syr'i-a on the north (2 Kings 15. 19; 17. 3). 
5.) E'lam on the south (Gen. 10. 22: 14. 1). 

(b) Between the rivers Ti'gris and Eu-phra'tes: 

6.) Mes'o-po-ta'mi-a on the north (Gen. 24. 10; Deut. 23. 4). 
7.) Chaf-de'a on the south (Jer. 51. 24; Ezra 5. 12). 

(c) Between the river Eu-phra'tes and the Leb'a-non range: 
8.) The great desert of A-ra'bi-a (2 Chron. 17. 11; 26. 7). 

3. On the Western Slope we find: 

9.) Syr'i-a, extending from the Eu-phra'tes to Pal'es-tine (2 Sam. 

8. 6; 1 Kings 22. 1). 
10.) Phce-ni'ci-a, a narrow strip between Mount Leb'a-non and 

the sea, north of Pal'es-tine. 
11.) Pal'es-tine, "the Holy Land," south of Syr'i-a and north of 

the Si'na-it'ic wilderness. Note its ancient name in Gen. 12.5. 
12.) The "Wilderness, a desert south of Pal'es-tine, between the 

two arms of the Red Sea (Exod. 13. 18; Deut. 1. 19). 
13.) E'gypt on the northeast corner of Af'ri-ca (Gen. 12. 10; 37. 28). 
VII. In these lands out of many Places we name and locate only the 
most important. 

1.) E'den, the original home of the human race, probably at the 

junction of the Ti'gris and Eu-phra'tes (Gen. 2.8). 
2.) Shtf'shan, or Su'sa, the capital c f the Per'si-an empire, in the 

province of E'lam (Esth. 1.2). 
3.) Bab'y-lon, the capital of Chal-de'a, on the Eu-phra'tes (Gen. 

10. 10; 2 Kings 25. 1). 
4.) Nin'e-veh, the capital of As-syr'i-a, on the Ti'gris (Gen. 10. 

11; Jonah 3. 3). 
5.) Ha'ran, a home of A'bra-ham^n Mes'o-po-ta'mi-a (Gen. 11. 31). 
6.) Da-mas'ctis, the capital of Syr'i-a, in the southern part of that 

province (Gen. 15. 2). 
7.) Tyre, the commercial metropolis of Phce-ni'ci-a (Ezek. 27. 3). 
8.) Je-ru'sa-lem, the capital of Pal'es-tine (Judg. 1. 8). 
9.) Mem'phis, the early capital of E'gypt, on the Nile (Hos. 9. 6). 
Other names of places might be given indefinitely, but it is desirable 
not to require the student to burden his memory with lists of names, 
and therefore the most important only are given. 

Let the teacher draw the map in the order given above and drill the class upon each 
section as it is shown. Do not -undertake fine work in drawing maps, but sketch the 
outline somewhat roughly, in presence of the class. Review from the beginning as 
each new topic is taugnt. 



is 



REVISED NORMAL LESSONS 



BLACKBOARD OUTLINE 



< 


— — <^ 


I. 


Loo Ex. N.-P. G. R. S.-Cas. 1,400. 900. 1,110,000. 


II. 


Se. Cas. Per. G. R. S. Med. S. D. S. S. Gal. 


III. 


Mtn. Ran* Ar. Cas. Zag. Leb. Tau. 


IV. 


Riv. Ar. Tig. Eup. Jor. Ni. 


V. 


Nat. Div. Ea. SI. Cen. PI. Wes. SI. 


VI- 


La. i.Ar. Me. Per. 2. Ass. El. Mes. dial. Ar. 




3. Syr. Phce. Pal. Wil. Eg. 


VII. 


Pla. Ed. Sh. Bab. Nin. Har. Dam. Ty. Jer. Mem. 



REVIEW QUESTIONS 

How lar^e was the Old Testament world? 
Between what bodies of water was it located ? 
What were its dimensions? 
Name its six important bodies of water. 
Locate each of these bodies of water. 
Name and describe its mountain ranges. 
Name and locate its five important rivers. 
State and describe its three natural divisions. 
Name and locate the lands of the eastern slope. 
Name and locate the lands of the central plain. 
Name and locate the lands of the western slope. 
Name its nine important places. 
Locate each of the nine places. 



LESSON XII. THE NEW TESTAMENT WORLD 

In the four centuries between the events of the Old and New Testa- 
ments the dominion of the world passed from A'si-a to Eu/rope, and 
Jc-ru'sa-lem, which had been in the center, became one of the cities 
upon the extreme east. Hence our map moves with the course of 
empire westward a thousand miles. 

1. We draw the outlines of the most important Seas. These are — 
i. The Med'i-ter-ra'ne-an Sea, from its eastern limit as far Avest as 

It'a-ly. Voyages on it are referred to in Acts 9. 30; 13. 4; 21. 1, 2; 

2 7- 3- 

2. The Sea of Gal'i-lee, associated with the life of Christ. Find its 
three different names in Matt. 15. 29; John 6. 1 ; Luke 5. 1 

3. The Dead Sea, not named in the New Testament. 

4. The Black Sea, north of A'si-a Mi'nor. 

5. The iE-ge'an Sea, between A'si-a Mi'nor and Greece. Voyages 
upon it (Acts 16. 11; 18. 18; 20. 13—15). 



REVISED NORMAL LESSONS 



39 



6. The Ad'ri-at'ic Sea, between Greece and It'a-ly (Acts 27. 27). 
II. In these seas are many Islands, of which we name five of the most 
noteworthy in New Testament history. 

1. Cy'prus, in the northeast corner of the Med'i-ter-ra'ne-an (Acts 
4. 36; 13. 4). 

2. Crete, south of the ^E-ge'an Sea, between A'si-a Mi'nor and 
Greece (Acts 27. 7; Titus 1. 5). 

3. Pat'mos, in the JE-ge'an Sea, not far from Eph'e-sus (Rev. 1.9). 

4. Sic'i-ly, southwest of It'a-ly (Acts 28. 12). 

5. Mel'i-ta, now Mal'ta, south of Sic'i-ly (Acts 28. 1). 




III. We locate the different Provinces, arranging them in four 
groups. 

1. Those on the continent of Eu'rope are: 1.) Thrace* 2.) Mac'e-do'- 
ni-a (Acts 16. 9, 10; 20. 1-3). 3.) Greece, also called A-cha'ia (Acts 18. 
12; 20. 3). 4.) Il-iyr'i-cum (Rom. 15. 19). 5.) It'a-ly (Acts 27.. 1). 

2. Those on the continent of Af'ri-ca are: 1.) Af'ri-ca Proper. 
2.) Lib'y-a (Acts 2. 10). 3.) E'gypt (Matt. 2. 13). 

3. Those on the continent of A'si-a, exclusive of A'si-a Mi'nor, are: 
1.) A-ra'bi-a, perhaps referring to the desert region southeast of Pal'- 
es-tine (Gal. 1. 17). 2.) Ju-de'a, the Jew'ish name for all Pares-tine, 



40 REVISED NORMAL LESSONS 

in the New Testament period (Luke 1.5). 3.) Phce-ni'ci-a (Mark 7. 24; 
Acts 15. 3; 21. 2). 4.) Syr'i-a, north of Pares-tine (Acts 15. 41; 
20. 3). 

4. The provinces in A'si-a Mi'nor are so frequently mentioned in the 
Acts and epistles that it is necessary for the student to learn their 
names and locations. We divide the fourteen provinces into four 
groups. 

(a) Three on the Black Sea, beginning on the east. 1.) Pon'tus (Acts 
18. 2). 2.) Paph'la-go'ni-a. 3.) Bi-thyn'i-a (1 Pet. 1. 1). 

(b) Three on the ^-ge'an Sea, beginning on the north. 4.) My'si-a 
(Acts 16. 7). 5.) Lycfi-a. 6.) Ca'ri-a. These three provinces 
together formed the district known as "A'si-a" (Acts 2. 9; 19. 10). 

(c) Three on the Med'i-ter-ra'ne-an Sea, beginning on the west. 
7.) Ly'ci-a (Acts 27. 5). 8.) Pam-phyl'i-a (Acts 13. 13). 9.) Ci- 
li'ci-a (Acts 21. 39). 

(d) Five in the interior. 10.) On the north, Ga-la'ti-a (Gal. 1. 2). 
11.) On the east, Cap'pa-do'ci-a (Acts 2. 9). 12.) On the south- 
east, Lyc'a-o'ni-a (Acts 14. 6). 13.) On the southwest, Pi-sid'i-a 
(Acts 13. 14). 14.) On the west, Phryg'i-a (Acts 16. 6). 

IV. We notice the twelve most important Places. 

1. Al'ex-an'dri-a, the commercial metropolis of E'gypt (Acts 18. 24). 

2. Je-rtt'sa-lem, the religious capital of the Jew'ish world (Matt. 4. 5; 
Luke 24. 47). 

3. Caes'a-re'a, the Ro'man capital of Ju-de'a (Acts 10. 1; 23. 23, 24). 

4. Da-mas'cus, in the southern part of Syr'i-a (Acts 9. 3). 

5. An'ti-och, the capital of Syr'i-a, in the north (Acts 11. 26; 13. 1). 

6. Tar'sus, the birthplace of Saint Paul, in Ci-li'ci-a (Acts 22. 3). 

7. Eph'e-sus, the metropolis of A'si-a Mi 'nor, in the province of 
Lyd'i-a (Acts 19. 1). 

8. Phi-lip'pi, in Mac'e-do'ni-a, where the Gospel was first preached 
in Eu'rope (Acts 16. 12). 

9. Thes'sa-lo-ni'ca, the principal city in Mac'e-do'ni-a (Acts 17. 1; 
Thess. 1. 1). 

10. Ath'ens, the literary center of Greece (Acts 17. 16). 

11. Cor'inth, the political capital of Greece (Acts 18. 1-12). 

12. Rome, the imperial city (Acts 28. 16; Rom. 1. 7). 

In teaching this lesson let the conductor sketch the outline of the map upon the board 
and drill upon the seas; then draw and name the islands; then drill upon the provinces, 
etc. Review until the lesson is learned by all the class. 

The student should search all the references and be able to state the events connected 
with each locality. 

It would be well for the student to find additional Scripture references to all the 
localities. 



REVISED NORMAL LESSONS 



4i 



BLACKBOARD OUTLINE 



►f- 



-►:< 



I. Se. Med. Gal. De. Bl. JEg. Adr. 
II. IsL Cyp. Cre. Pat. Sic. Mel. 

III. Prov. 1. Ettr. Thr. Mac. Gre. Ach. 111. It. 

2. Afr. Af.-Pr. Lib. Eg. 

3. Asi. Ar. Jud. Phoe. Syr. 

4. As, Min* (a) Pon. Paph. Bit. (6) Mys.Lyd.Car. 
(0 Lye. Pam. Cil. (d) Gal. Cap. Lye. Pi. Ph. 

IV. Pla. Alex. Jer. Cass. Dam. Ant. Tar. Eph. Phi. 

Thes. Ath. Cor. Ro. 



►r - 



~T 



REVIEW QUESTIONS 

What difference is to be noted between the map of the Old Testament world and that 
of the New? 

Name six seas in the New Testament world. 

State the location of each of these seas. 

Name five islands in the New Testament world. 

Give the location of each island. 

Name in order the provinces in Eu'rope in the New Testament world. 

Name the provinces in Af'ri-ca. 

Name the provinces in A'si-a, exclusive of A'si-a Mi'nor. 

Name the provinces of A'si-a Mi'nor bordering on the Black Sea. 

Name the provinces on the JE-ge' an Sea. 

Name the provinces on the Med'i-ter-ra'ne-an Sea. 

Name and locate each of the interior provinces. 

What city of the New Testament was in Af'ri-ca? 

What cities were in Ju-de'a and Syr'i-a? 

What cities were in A'si-a Mi'nor? 

What cities were in Eu'rope? 



LESSON XIII. THE LAND OF PAL'ES-TINE 

Part I 



There is one land more closely associated with the Bible than any 
other or all others — the land of Pal'es-tine. The greatest events of 
Bible history took place upon its soil — where the patriarchs journeyed, 
and the judges and kings of Is'ra-el ruled, and the conquering armies 
passed, and the Saviour walked, and the Church was founded. The 
student will therefore find it needful to give special attention to this 
land, to which he will find constant references in the Scripture. 



REVISED NORMAL LESSONS 



PALESTINE 



1. Let us notice its Names at different periods. 

i. The earliest name was Ca'naan, "lowland," referring only to the 
section between, the river Jor'dan and the Med'i-ter-ra'ne-an Sea, of 
which the inhabitants most widely known were the Ca'naan-ites, 
dwelling on the lowland plains (Gen. 12. 5). 

2 . After the conquest by Josh/u-a it was called Is'ra-el t though in later 

times of Old Testament 
history the name re- 
ferred only to the north- 
ern portion, the southern 
kingdom being called 
Ju'dah (Judg. 18. 1; 1 
Kings 12. 20). 

3. In the New Tes- 
tament period its politi- 
cal name was Ju-de'a, 

' which was also the name 
of its most important 
province (Mark 1. 5). 

4. Its modern name 
is Pal'es-tine, a form 
of the word ' ' Phi-lis'- 
tine," the name of a 
heathen race which in 
early times occupied its 
southwestern ' border 
(Isa. 14. 29). 

II. The following are 
the principal Dimensions 
of Pal'es-tine : 

1. Ca'naan, or west- 
ern Pal'es-tine, has an 
area of about six thou- 
sand six hundred square 
miles, a little less than 
Massachusetts. 

2 . Pal'es-tine Prop- 
er, the domain of the 

Twelve Tribes, embraces twelve thousand square miles, about the area 
of Massachusetts and Connecticut. 

3. The Coast Line, from Ga'za, the southernmost town, to Zi'don, 
on the north, is about one hundred and eightv miles long. 




REVISED NORMAL LESSONS 43 

4. The Jor'dan is distant from the coast at Zi'don about twenty-five 
miles; and the Dead Sea, in a line due east from Ga'za, about sixty- 
miles. 

5. The Jor'dan Line, from Mount Her'mon to the southern end of 
the Dead Sea, is one hundred and sixty miles long. 

III. The most important "Waters of Pal'es-tine are: 

1. The Med'i-ter-ra'ne-an Sea, which bounds the land on the west 
(Josh. 1. 4; Exod. 23. 31; Deut. 11. 24). 

2. The River Jor'dan, rising in three sources in Mount Her'mon, 
eighteen hundred feet above the sea, and emptying into the Dead Sea 
thirteen hundred feet below the sea level ; in a direct line one hundred 
and thirty-four miles long, but by its windings over two hundred miles 
(Deut. 9. 1 ; Josh. 4. 1 ; 2 Sam. 17. 22). 

3. Lake Me'rom, now called Huleh, a triangular sheet of water, 
three miles across, in a swamp in northern Gal'i-lee (Josh. n. 5). 

4. The Sea of Gal'i-lee, a pear-shaped lake, fourteen miles long by 
nine wide, and nearly seven hundred feet below the sea level. Note 
other names in Josh. 13. 27; 11. 2; Luke 5. 1; John 6. 1. 

5. The Dead Sea, forty-six miles long by ten wide, and thirteen 
hundred feet below the sea level (Gen. 14. 3; Deut. 4. 49; Joel 
2. 20). 

IV. The land of Pal'es-tine lies in five Natural Divisions, nearly 
parallel. 

1. The Maritime Plain, or sandy flat, extending along the Med'i- 
ter-ra'ne-an Sea, from eight to twenty miles wide. 

2. The Sheph'e-lah, or foothills, from three hundred to five hundred 
feet high and very fertile. 

3. The Mountain Region, the backbone of the land, consisting of 
mountains from two thousand five hundred to four thousand feet 
high. 

4. The Jor'dan Valley, a deep ravine, the bed of the river and its 
three lakes, from five hundred to twelve hundred feet below the level 
of the sea and from two to fourteen miles wide. 

5. The Eastern Table-land, a region of lofty and precipitous moun- 
tains, from whose summit a plain stretches away to the A-ra'bi-an 
Desert on the east. 

Let the map be drawn in the presence of the class, either by the teacher or by the 
pupils, and each subject of the lesson be reviewed as it is placed upon the map. 

It would be well to call upon one pupil to draw the general boundary lines, another 
to insert the waters. 

If chalk of different color can be used for each subject on the map it will add to the 
interest of the lesson. 



44 REVISED NORMAL LESSONS 



BLACKBOARD OUTLINE 



M 

I. 


Na. Ca. Isr. Jud. Pal. 


II. 


Dim* Ca. 6,600. Pal. 12,000. C. L. 180. 




To Jor. 25. To D. S. 60. Jor. L. 100. 


III. 


Wat, Med. Jor. L. Me. S. Gal. De. Se. 


IV. 


Nat-Div. M.P. Sh. M.R. J.V. E. T.-L. 


H 


n 



REVIEW QUESTIONS 

Why is a knowledge of the land of Pal'es-tine important? 

Give and explain the four different names of this land. 

What is meant by "Ca'naan" proper? 

How large is Ca'naan? 

How large was the domain of the Twelve Tribes? 

How long is the coast line? 

How far is the Jor'dan distant from the coast near its source? 

How far is the Dead Sea from the coast? 

What is meant by the Jor'dan line? 

How long is the Jor'dan line? 

Name the most important waters of Pal'es-tine. 

Describe the river Jor'dan, sources, elevations, length, etc. 

Describe and locate Lake Me'rom. 

Describe the Sea of Gal'i-lee. 

Describe the Dead Sea. 

What are the five natural divisions of Pal'es-tine? 



LESSON XIV. THE LAND OF PAL'ES-TINE 

Part II 

V. Pal'es-tine is a land of Mountains, among which we notice only 
a few of the most important, beginning in the north. 

1. Mount Her' m on, where Christ was transfigured, is near the 
source of the Jor'dan, on the east, and is the highest mountain in 
Pares-tine (Matt. 17. 1). 

2. Mount Leb'a-non, west of Her'mon, was famous for its cedars 
(1 Kings 5. 6; Psa. 29. 5). 

3. Mount Ta'bor, the place of Deb'o-rah's victory, is southwest of 
the Sea of Gal'i-lee (Judg. 4. 6). 

4. Mount Gil-bo'a, where King Saul was slain, is south of Ta'bor 
(1 Sam. 31. 1; 2 Sam. 1. 21). 

5. Mount Car'mel, the place of E-li'jah's sacrifice, is on the Med'i-ter- 
ra'ne-an, due west of the Sea of Gal'i-lee (1 Kings 18. 20, 42 ; Isa. 35. 2). 

6. Mount E'bal, "the mount of cursing," lies in the center of the 
land (Deut. 11. 26). 



46 REVISED NORMAL LESSONS 

7. Mount Ger'i-zim, "the mount of blessing," is south of E'bal 
(Josh. 8. 33; John 4. 20). 

8. Mount Ol'i-vet, or the Mount of Olives, is east of Je-ru'sa-lem, 
and due west of the head of the Dead Sea. From this mountain Je'sus 
ascended (Acts 1. 9, 12). 

9. Mount Ne'bo, where Mo'ses died, is directly opposite Ol'i-vet, on 
the east of the Dead Sea (Deut. 34. 1). 

VI. Thought the Jor'dan is the only river, there are in Pal'es-tine 
many Brooks, or mountain torrents, large in the winter, but often dry 
in the summer. The most important of these are the following four 
on the east and three on the west of Jor'dan : 

1. The Brook Ze'red, flowing northwest into the Dead Sea, the 
boundary' between E'dom and Mo'ab, and the starting point for 
Is'ra-el's conquest of Ca'naan (Deut. 2. 13, 14). 

2. The Brook Ar'non, flowing westward into the northern part of 
the Dead Sea, the boundary between Mo'ab and Is'ra-el (Num. 21. 13; 
Josh. 13. 15, 16). 

3. The Brook Jab'bok, flowing westward into the Jor'dan, two thirds 
of the distance between the Sea of Gal'i-lee and the Dead Sea (Gen. 32. 
22-24; Deut. 3. 16). 

4. The River Hi'e-ro-max (now Yarmuk) , flowing westward into the 
Jor'dan south of the Sea of Gal'i-lee; a boundary between Gil'e-ad and 
Ba'shan. 

5. The Brook Kid'ron, flowing past Je-ru'sa-lem southeasterly into 
the Dead Sea (2 Sam. 15. 23; John 18. 1). 

6. The Brook Che'rith, where E-li'jah was hidden, probably the Wady 
Kelt, flowing eastward into the Jor'dan, near Jer'i-cho (1 Kings 

i7-3)- 

7. The Brook Ki'shon, north of Mount Car'mel, flowing northwest- 
ward into the Med'i-ter-ra'ne-an (Judg. 5. 20, 21). 

VII. We note a few of the more important Places, and arrange them 
according to the natural divisions of the land. 

1 . On the Seacoast Plain were : 

1.) Ga'za, on the south, the scene of Sam'son's exploits and death 

(Judg. 16. 21). 
2.) Jop'pa, principal seaport of Pal'es-tine (2 Chron. 2. 16; John 

1. 3)- 

3) Caes'a-re'a, south of Mount Car'mel, the place of Paul's im- 
prisonment and trial (Acts 25. 4). 

4.) Tyre, just beyond the northern boundary of Pal'es-tine, a 
great commercial city of the Phce-ni'ci-ans (Josh. 19. 29). 

2. In the Mountain Region were: 



REVISED NORMAL LESSONS 47 

1 .) Be'er-she'ba, in the southern limit of the land (Gen. 21. 31, 33 ; 

1 Sam. 3. 20; 1 Kings 19. 3). 
2.) He'bron, burial place of the patriarchs (Gen. 23. 19; 49. 29-31). 
3.) Beth'le-hem, the birthplace of Da'vid and of Christ (1 Sam. 17, 

12; Matt. 2. 1). 
4.) Je-ru'sa-lem, "the city of the great king," which stands due 

west of the northern point of the Dead Sea (2 Sam. 5. 6-9). 
5.) Beth' el, nine miles north of Je-ru/sa-lem, the place of Ja'cob's 

vision (Gen. 28. 19). 
6.) She'chem, between the twin mountains Ger'i-zim and E'bal, 

in the center of the land (1 Kings 12. 1; John 4. 5, 6). 
7.) Sa-ma'ri-a, the capital of the Ten Tribes (1 Kings 16. 24). 
8.) Naz'a-reth, west of the southern end of the Sea of Gal'i-lee, 

the early home of Je'sus (Matt. 2. 23). 

3. In the Jor'dan Valley were: 

1.) Jer'i-cho, near the head of the Dead Sea (1 Kings 16. 34). 
2.) Ca-per'na-um, near the head of the Sea of Gal'i-lee (John 2. 12) . 
3.) Dan, at one of the sources of the Jor'dan, the northernmost 
place in the land (Judg. 18. 28; 20. 1). 

4. On the Eastern Table-land were : 

1.) Be'zer, north of the Ar'non, a city of refuge (Josh. 20. 8). 

2.) Ra'moth-gire-ad, south of the Jab'bok, an important fortress 

(Josh. 20. 8; 1 Kings 22. 3). 
3.) Ma'ha-na'im, at one time the capital of Is'ra-el (2 Sam. 2. 8, 9; 

17. 24). 

This map should be reviewed until every member of the class can draw it without a 
copy. In drawing ±he map notice: i. That Mount Car'mel is located about one third of 
the distance from the north on the coast line. 2. That the Sea of Gal'i-lee is directly 
east of Mount Car'mel. 3. That from the head of Lake Me'rom to the foot of the Dead 
Sea is three times the length of the Dead Sea. 4. That from the foot of the Sea of 
Gal'i-lee to the head of the Dead Sea is once and a half the length of the. Dead Sea. 

BLACKBOARD OUTLINE 



>■■< 






—*k 


I. 


Na. 


Ca. Isr. Jud. Pal. 




II. 


Dim. 


Ca. 6,600. Pal. 12,000. C. L. 180. Jor. 25. D. S. 
60. Jor. L. 160. 




III. 


Wat. 


Med. Jor. Mer. Gal. De. 




IV. 


Nat. 


Div. M. P. Sh. M. R. J. V. E. T.-L. 




V. 


Mtns, 


Her. Leb. Tab. Gil. Car. Eb. Ger. Ol. Ne. 




VI. 


Brks. 


Ze. Ar. Jab. Hie. Kid. Ch. Kis. 




VII. 


Pla. 


1. Sea. PL Ga. Jop. Ces. Ty. 2. Mtn. Reg. Beer. 
Heb. Beth. Jer. Bet. She. Sam. Naz. 3. Jor. Vol. 
Jer. Cap. Da. 4. Ea. Tab.-La. Bez. Ram. Mali. 




* 






— yfr 



4 S REVISED NORMAL LESSONS 

REVIEW QUESTIONS 

Name nine mountains on the map of Pal'es-tine. 

State the location of each mountain. 

State a fact for which each mountain is celebrated. 

What are the characteristics of the brooks of Pal'es-tine? 

Name and locate the important brooks on the east of the Jor'dan. 

Name and locate the brooks on the west of the Jor'dan. 

Name and locate four places on the Maritime Plain. 

Name and locate eight places in the Mountain Region. 

Name and locate three places in the Jor'dan Valley. 

Name and locate three places on the Eastern Table-land. 



LESSON XV. THE LAND OF PAL'ES-TINE 

Part III. Political Divisions 

Thus far we have considered the land of Pal'es-tine in its natural fea- 
tures. We now proceed to study its political divisions at various epochs 
of its history. A number of successive waves of migration and con- 
quest have swept across this land, and all have left their traces upon it. 

I. Prehistoric Pal'es-tine has an interest to the archaeologist, but we 
pass it by with a glance. It is evident that before history began un- 
known and strange races occupied this land. Note some of their 
names in Gen. 14. 5; Num. 13. 28; Deut. 2. 10—12, 20—23. A ^ ew 
individuals of these races were found long afterward (Deut. 3 . 11; 
1 Sam. 17. 4—7; 2 Sam. 21. 16—22). 

II. Patriarchal Pal'es-tine (that is, Pal'es-tine before the conquest) 
was inhabited by races of Ham-it'ic origin, mostly descended from 
Ca'naan (Gen. 10. 15-19), though bearing different names. 

1. The Seacoast Plain was occupied by the Phi-lis'tines on the 
south (Gen. 26. 1), the Ca'naan-ites in the center, near Mount Car'mel, 
and the Zi-do'ni-ans, or Phoe-ni'ci-ans, in the north. 

2. The Mountain Region was held by the Am'o-rites in the south, 
by the Jeb'u-sites near the site of Je-ru/sa-lem, by the Hi'vites in the 
center of the land, and by the Hit'tites in the north (Num. 13. 29; 
Judg. 1. 21; Josh. 9. 1; 11. 19). 

3. The Jor'dan Valley was held by the Ca'naan-ites (Num. 13. 29). 

4. On the Eastern Table-land the Mo'ab-ites held the mountains east 
of the Dead Sea (Deut. 2.9), the Am'o-rites between the rivers Ar'non 
and Hi'e-ro-max (Deut. 2. 24), and the Ba'shan-ites in the north 
(Deut. 3. 1-3). 

III. Tribal Pal'es-tine, or Pal'es-tine as divided among the Twelve 
Tribes, following the conquest of the land oy Josh'u-a. We divide 
these tribes into four groups. 



REVISED NORMAL LESSONS 



49 



i. The Eastern Group, beyond Jor'dan. (i) On the north Ma-nas'- 
seh Eastt half the tribe (Deut. 3. 13); (2) in the center, east of the 




Jor'dan, Gad; (3) in the south, east of the northern half of the Dead 
Sea, Reu'ben (Deut. 3. 16). 

2. The Southern Group. (1) On the northwest Dan (Judg. 13. 25); 

4 



5o 



REVISED NORMAL LESSONS 



(2) on the northeast Ben'ja-min (Josh. 18. 11, 12); (3) in the center 
Ju'dah (Josh. 15. 1-5); (4) on the south, Sim'e-on (Josh. 19. 9). 

3. The Central Group. This was allotted to a tribe and a half, both 
descended from Jo'seph. (1) The south-center, from the Jor'dan to 
the Med'i-ter-ra'ne-an, to E'phra-im. (2) The north-center, having 
the same east and west limits, to Ma-nas'seh "West, 

4. The Northern Group. These consisted of: (1) Naph'ta-li on the 
north (Josh. 19. 32); (2) Zeb'tt-ltm in the center (Josh. 19. 10); (3) 
Is'sa-char on the south (Josh. 19. 17); (4) Ash'er on the west (Josh. 
19. 24). 

It should be remembered that although all the land Avas divided 
among the Twelve Tribes, the Mountain Region only was actually pos- 
sessed by them. The Is'ra-el-ites scarcely obtained a foothold upon the 
Seacoast Plain and the Jor'dan Valley during the time of the judges; 
they held it under control during the days of Da'vid and Sol'o-mon, 
but permitted the Ca'naan-ite and Phi'lis-tine people to inhabit it; 
and even in the New Testament period most of the lowland popula- 
tion were still heathen. 

IV. Under the kings of Is'ra-el and Ju'dah Regal 
Pal'es-tine was divided into two kingdoms. 

1. The kingdom of Is'ra-el included practically all 
the country north of Jer'i-cho and Beth'el, though the 
boundary line varied in different reigns (1 Kings 12. 
19, 29). Mo'ab was also tributary to Is'ra-el (2 Kings 

3- 4). 

2. The kingdom of Ju'dah included the country 
west of the Dead Sea, with a supremacy over E'dom, 
south of the Dead Sea (1 Kings 12. 17 ; 2 Kings 8. 20). 

V. Provincial Pal'es-tine, in the New Testament period, included 
five provinces, three on the west and two on the east of Jor'dan. 

1. Gal'i-lee was the northern province on the west of Jor'dan (Matt. 
4. 12). 

2 . Sa-ma'ri-a was a district rather than a province, since it had no 
political organization, but was attached to Ju-de'a. It was situated 
in the center of the land (John 4. 3, 4). 

3. Ju-de'a was the principal province on the south (Matt. 2. 22). 

4. Pe-re'a ("beyond") was on the east of Jor'dan, south of the river 
Hi'e-ro-max. It is called "Ju-de'a beyond Jor'dan" in Matt. 19. 1. 

5. Ba'shan was the country north of the Hi'e-ro-max and east of the 
Jor'dan and Sea of Gal'i-lee. The name Ba'shan is not used' in the 
New Testament, but the province was generally called "Phil'ip's 
tetrarchy" (Luke 3. 1). 





//A/l;^horori|(netherX 2 V-aAL4 J i^^^C? > 9^ r> » 



Bruati Sure/' 



iroer i 






V* s 



xT 



./ 






Aroer 



/ 



Hormah ? 



M ' E A 



Long. East 35 from Greenwich 




Rabbath Jloab Sq . \ 
~ Keraks-rS-* '•. 



o Jvr 



KEY TO THE NUMBERS 

I. Jtidah. V. Ephra ( im. X. Naphtali. 

II. Simeon. VI. Manasseh (W.). XI. Manasseh (E.). 

III. Benjamin. VII. Issachar. XII. Gad. 

IV. Dan. VIII. Zebulun. XIII. Reuben. 

IX. Asher. 



52 REVISED NORMAL LESSONS 



BLACKBOARD OUTLINE 



* . y 

I. Preh. Pal. 
II. Patr. Pal. i. Sea. P. Phil. Can. Zid. 2. M. R. Am. 
Jeb. Hiv. Hit. 3. J. V. Can. 4. E. T.-L. Mo. 

A -t-v-i T3 o c n 

III. Tri. Pal. 1. Ea. Gr. Man. E. Ga. Reu. 2. Sou. Gr. Da. 
Ben. Jud. Sim. 3. Cen. Gro. Eph. Man. W. 4. Nor. 
Gro. Nap. Zeb. Iss. Ash. 

IV. Reg. Pal. Isr. Jud. 
V. Prov. Pal. Gal. Sam. Jud. Per. Bash. 



REVIEW QUESTIONS 

What do we know of the prehistoric inhabitants of Pal'es-tine? 

From what race were the people who inhabited Pal'es-tine in the time of the patriarchs? 

What races lived on the Maritime Plain rathe patriarchal era? 

Who inhabited the Mountain Region at that time? 

Who inhabited the Jor'dan Valley? 

Who lived on the Eastern Table -land during the patriarchal period? 

When was the land divided into twelve tribes? 

Name and locate the Eastern Group of the tribes. 

What were the tribes of the Southern Group, and where were they located? 

What, and where, were the Central Group? 

What were the Northern Group, and where were they located? 

In what part of the land did the Is'ra-el-ites generally dwell? 

What were the divisions of the land during the Regal period? 

Name the five provinces, and locate them, in the New Testament period. 



LESSON XVI. REVIEW OF BIBLE GEOGRAPHY 

I. Concerning the Old Testament world: 

1. State its general location and dimensions. 

2 . Name and locate its six large bodies of water. 

3. Name and locate its five great mountain ranges. 

4. Name and describe its five important rivers. 

5. State its three great natural divisions. 

6. Name the lands in each division. 

7. Name and locate nine of its principal places. 

II. Concerning the New Testament worl<?" 

1. Name and locate its important seas. 

2. Name and locate five of its islands. 



REVISED NORMAL LESSONS 53 

3. Name its five provinces in Europe. 

4. Name its three provinces in Af'ri-ca. 

5. Name four of its provinces in A'si-a. 

6. Name in order the fourteen provinces of A'si-a Mi 'nor. 

7. Name and locate twelve important places. 
III. Concerning the Land of Pal'es-tine: 

. 1. State and explain its names at different periods. 

2. Give its dimensions. 

3. Name and locate its larger bodies of water. 

4. State its natural divisions. 

5. Name its mountains, give their locations, and a fact about 

each. 

6. Name its brooks, and state their locations. 

7. Name the principal places, following the natural divisions of 

the land. 

8. Name and locate the peoples of Pal'es-tine in the earlier 

periods. 

9. State the names of the twelve tribes of Is'ra-el, and the 

location of each. 

10. Name and bound its two kingdoms. 

1 1 . Name and locate the five provinces in the New Testament 

period. 



PART IV 

SIX LESSONS IN BIBLE INSTITUTIONS 



LESSON XVII. THE ALTAR AND ITS OFFERINGS. 

LESSON XVIII. THE TABERNACLE. 

LESSON XIX. THE TEMPLE. 

LESSON XX. THE SYNAGOGUE. 

LESSON XXI. THE SACRED YEAR. 

LESSON XXII. REVIEW. 



LESSON XVII. THE ALTAR AND ITS OFFERINGS 

As preparatory to the Christian Church, in the development of the 
divine purpose of redemption, we notice four great institutions, each 
related to the others, and all united in a progressive order. These are: 

i. The Altar, the earliest institution for worship. 

2. The Tabernacle, which was an outgrowth of the Altar. 

3. The Temple, which was a development of the Tabernacle. 

4. The Synagogue, which was supplementary to the Temple, and 
formed an important step toward the Church of Christ. 

In studying the first of these religious institutions we notice — 

I. The Altar. 

II. Its Offerings. 

1. The Altar. 1. Its universality. There was scarcely a people in 
the ancient world without an altar. We find that the worship of every 
land and every religion was associated with altars. See allusions in Isa. 
65. 3; 2 Kings 16. 10; Acts 17. 23 to altars outside of the Is'ra-el-ite 
faith. 

2. Its origin is unknown, but it was early sanctioned by a divine 
approval of the worship connected with it (Gen. 4. 3, 4; 8. 20; 12. 8). 

3. Its material — originally earth or unhewn stone. Where metal 
or wood was used it was merely for a covering, the true altar being of 
earth inside (Exod. 20. 24, 25). 

4. Its idea — that of a meeting place between God and man, involv- 
ing a sacrifice for sin. 

5. Its purpose — to prefigure the cross whereon Christ died (1 Pet. 
3. 18; Heb. 9. 22; John 1. 29). 



REVISED NORMAL LESSONS 



55 



II. Its Offerings, which were of five kinds, classified as follows: 
i . The Sin Offering, (a) This regarded the worshiper as a sinner, 
and expressed the means of his reconciliation with God. (6) The 
offering consisted of an animal, (c) The animal was slain and burned 
without the camp, (d) Its blood was sprinkled on the altar of incense 
in the Holy Place (Lev. 4. 3-7). 

2. The Burnt Offering, (a) This regarded the worshiper as already 
reconciled, and expressed his consecration to God. (6) It consisted of an 
animal, varied according to the ability of the worshiper, (c) The animal 
was slain and burned on the altar, (d) Its blood was poured out on the 
altar, a token that the life of the worshiper was given to God (Lev. 
1. 2-9). 

3. The Trespass Offering. 1 (a) This represented the forgiveness of 
an actual transgression, whether to God or man, as distinguished from 
the condition of a sinner represented in the sin offering, (b) The offer- 
ing consisted of an animal, generally a ram, though a poor person might 
bring some flour, (c) The animal was slain and burned on the altar. 
(d) The blood was poured out at the base of the altar (Lev. 5. 1-10). 

4. The Meat Offering. 2 (a) This expressed the simple idea of thanks- 
giving to God. (b) It consisted of vegetable food, (c) The offering was 
divided between the altar and the priest; one part was burned on the 
altar, the other presented to the priest to be eaten by him as food 
(Lev. 2. 1-3). 

5. The Peace Offering, (a) This expressed fellowship with God in 
the form of a feast. (6) It consisted of both animal and vegetable 
food, (c) The offering was divided into three parts: one part burned 
upon the altar, a second eaten by the priest, a third part eaten by the 
worshiper and his friends as a sacrificial supper. Thus God, the priest 
and the worshiper were all represented as taking a meal together. 



BLACKBOARD OUTLINE 



v : m 


I. The Alt. 1. Univ. 2. Ori. 3. Mat. 4. Id. 5. Pur. 


II. Off. 


1. Si. Off. 


Sin. rec. G. 


An. 


SI. bur. 


Spr. alt. inc. 


2. Bu. Off. 


Con. G. 


An. 


SI. bur. 


Pou. alt. 


3. Tre. Off. 


For. trans. 


An. 


SI. bur. 


Pou. ba. alt. 


4. Me. Off. 


Tha. Gd. 


Veg. 


Alt. pri. 




5. Pea. Off. 
* 


Fel. G. 


An. Veg. 


Alt. pr. wor. 


* 



1 Called in the Revised Version "guilt offering." 

2 This is called in the Revised Version "the meal offering;" that is, the offering to 
God of a meal to be eaten. It might be called "food offering." 



5 6 REVISED NORMAL LESSONS 



REVIEW QUESTIONS 

What is the purpose shown in all Bible history? 

Name the five great institutions for worship in the Bible. 

What shows the universality of the altar in connection with worship ? 

What is said of the origin of the altar? 

Of what material were the earliest altars made? 

What was the religious idea in the altar? 

What prophetic purpose did the altar have? 

Name the five kinds of offerings. 

How did the sin offering regard the worshiper? 

What did the sin offering express? 

Of what did the sin offering consist? 

What was done with the offering? 

What was done with the blood? 

What was the design of the burnt offering? 

Of what did the burnt offering consist? 

What was done with the animal? 

What was done with the blood in the burnt offering ? 

Wherein did the trespass offering differ from the sin offering? 

Of what did the trespass offering consist? 

What was done with the sacrifice? 

What did the meat offering express? 

Of what did it consist? 

How was the meat offering used? 

What was expressed by the peace offering? 

Of what did it consist ? 

What was done with the peace offering? 



LESSON XVIII. THE TABERNACLE 

i. When the family of A'bra-ham grew into a people its unity was 
maintained by regarding the altar — and but one altar for all the 
Twelve Tribes — as the religious center of the nation. 

2. To the thought of the altar as the meeting place with God was 
added the conception of God dwelling among his people in a sanctuary 
and receiving homage as the King of Is'ra-el (Exod. 25. 8). 

3 . Thus the altar grew into the Tabernacle, which was the sanctuary 
where God was supposed to dwell in the midst of the camp. As was 
necessary among a wandering people, it was constructed of such ma- 
terials as could be easily taken apart and carried on the march through 
the wilderness. 

In considering the Tabernacle and its furniture we notice the fol- 
lowing particulars: 

I. The Court, an open square surrounded by curtains, one hundred 



REVISED NORMAL LESSONS 



57 



and fifty by seventy-five feet in extent, and occupying the center of 
the camp of Is'ra-el (Exod. 27. 9-13). In this stood the Altar, the 
Laver, and the Tabernacle itself. 

II. The Altar of Burnt Offerings stood within the court, near its 
entrance. It was made of wood plated with "brass" (which is sup- 




m^^^S/.£ 



THE TABERNACLE. 



posed to mean copper), was seven and one half feet square, and four 
and one half feet high. On this all the burnt sacrifices were offered 
(Exod. 27. 1; 40. 29), except the sin offering. 

III. The Laver contained water for the sacrificial purifyings. It. 
stood at the door of the tent, but its size and form are unknown 
(Exod. 30. 17—21). 

IV. The Tabernacle itself was a tent forty-five feet long, fifteen feet 



58 



REVISED NORMAL LESSONS 



wide. Its walls were of boards, plated with gold, standing upright; its 
roof of three curtains, one laid above another. Whether there was a 

ridgepole or not is uncertain. [The 
cut on page 57 represents the for- 
mer arrangement.] It was divided, 
by a veil across the interior, into 
two apartments, the Holy Place 
and the Holy of Holies (Exod. 36. 
8-38). 

V. The Holy Place was the 
larger of the two rooms into which 
the tent was divided, being thirty 
feet long by fifteen wide. Into this 
the priest entered for the daily 
service. It contained the Candle- 
stick, the Table, and the Altar of 
Incense (Heb. 9. 2). 

VI. The Candlestick (more cor- 
rectly, "lampstand") stood on the 
left side of one entering the Holy 
Place; made of gold, and bearing 
seven branches, each branch hold- 
ing a lamp (Exod. 25. 31-37). 

VII. The Table stood on the 
right of one entering the Holy 
Place, made of wood, covered with 
gold; three feet long, a foot and a 
half wide, two and one quarter feet 
high; contained twelve loaves of 
bread, called "the bread of the 
presence" (Exod. 37. 10, 11). 




DIAGRAM SHOWING LOCATION OF THE OB- 
JECTS WITHIN THE TABERNACLE COURT. 



VIII. The Altar of Incense stood at 
the inner end of the Holy Place, near the 
veil; made of wood, covered with gold; a 
foot and a half square and three feet high. 
On it the incense was lighted by fire from 
the altar of burnt offering (Exod. 30. 
1, 2). 

IX. The Holy of Holies was the inner- 
most and holiest room in the Tabernacle, 
into which the high priest alone entered 
on one day in each year (on the Day of 




GOLDEN CANDLESTICK. 



REVISED NORMAL LESSONS 



59 



Atonement) ; in form a cube of fifteen feet. It contained only the Ark 
of the Covenant (Heb. 9. 3). 

X. The Ark of the Covenant was a chest con- 
taining the stone tablets of the Commandments; 
made of wood, covered on the outside and inside 
with gold; three feet nine inches long, two feet three 
inches wide and high. Through gold rings on the 
sides were thrust the staves by which it was borne 
on the march. Its lid, on whiph stood two figures of 
the cherubim, was called "the mercy seat." On this 
the high priest sprinkled the blood on the Day of 
Atonement (Exod. 25. 17, 18; Heb. 9. 7). 




ALTAR OF INCENSE, 



BLACKBOARD OUTLINE 



*r 


^ 




THE TABERNACLE 


I. 


Cou. sq. 150. 75. (Al. Lav. Tab.) 


II. 


Alt* woo. br. 7|. 4^. 


III. 


Lav, do. ten. 


IV. 


Tab, 45. 15. bds. cur. (H.P. H.H.) 


V. 


Ho, PI. 30. 15. (Can. Tab. Alt.Inc.) 


VI. 


Can. go. 7 bran. 


VII. 


Tab. 3. i-|. 2\. 12 loa. 


VIII. 


Alt. Inc. woo. gol. \\. 3. 


IX. 


Ho. HoL 15. 15. 15. (Ar. Cov.) 


X. 


Ar. Cov. wo. go. 3,9. 2,3. "mer. se." 


►p 


►£, 



REVIEW QUESTIONS 



How was the unity of the Is'ra-el-ite people maintained? 

What was the conception or thought in the Tabernacle? 

Why was it constructed of such materials? 

What was the court of the Tabernacle? 

What were the dimensions of the court? 

What stood in the court ? 

What were the materials of the Altar of Burnt Offerings? 

What was the size of this altar? 

What was the laver, and where did it stand? 

What was the Tabernacle itself? * 

Into what rooms was it divided? 

How was it covered ? 

What were the dimensions of the Holy Place? 

What did the Holy Place contain? 

What was the form of the candlestick? 



60 REVISED NORMAL LESSONS 

Where did the candlestick stand? 

Of what was the Altar of Incense made? 

"What were its dimensions? 

For what was this altar used? 

What were "the dimensions of the Holy of Holies? 

What did the Holy of Holies contain? 

Who alone entered this room, and how often? 

What was the Ark of the Covenant? 

What was the ' ' mercy seat ' ' ? 



LESSON XIX. THE TEMPLE 

i. After the Is'ra-el-ites had become a settled people, and had been 
organized into a kingdom, the Tabernacle grew into a Temple, figuring 
the palace of Jehovah. 

2. The first Temple was built by Sol'o-mon, on Mount Mo-ri'ah, about 
one thousand years before Christ. This was destroyed by Neb'u- 
chad-nez'zar, B. C. 587, but rebuilt under Ze-rub'ba-bel and finished 
B. C. 515. This became dilapidated, and its restoration was begun 
under Her'od the Great, B. C. 20. It was not fully completed until 
A. D. 65, only five years before its final destruction. 

3. The three Temples were according to the same general plan, but 
differing in details. The last Temple, standing in the time of Christ, 
is the one of which we know the most, and the one which we describe 
briefly. 

I. The Court of the Gentiles was a quadrangle, about one thousand 
feet on each side (nine hundred and ninety north, one thousand east, 
nine hundred and ten south, one thousand and sixty west). North was 
the tower of An-to'ni-a; east, the valley of the Kid'ron; south, the dis- 
trict O'phel; west, the valley of the Ty-ro'pce-on, and, beyond it, Mount 
Zi'on. On the eastern wall rose a corridor, Sol'o-mon's Porch; on the 
southern, another, Her'od's Porch. It was paved with marble, and 
on its open space was a market. It had six gates, one each on north, 
east, and south, and three on the west, leading to the city. Into this 
court Gen 7 tiles were permitted to enter. (See allusions in Acts 21. 
29; 3. 11 ; John 2. 14-16). 

II. The Chel [pronounced Kel], or Sacred Inclosure, occupied the 
northwest corner of the Court of the Gen' tiles. It was a raised plat- 
form, containing the sacred buildings, eight feet above the level of the 
court, measuring six hundred and thirty feet from east to west by three 
hundred from north to south. Its outer wall was a lattice in stone, 
called Soreg, "interwoven," containing inscriptions in many languages, 



REVISED NORMAL LESSONS 



61 



warning Gen'tiles not to enter on pain of death (Acts 21. 28, 29). This 
Chel was a terrace twenty- four feet wide, around an inner wall from 
forty to sixty feet high. It was entered by nine stairways, four on 
the north, one on the east, and four on the south. 



THE TEMPLE 



THE TOWER OF ANTONIA 

.9.°Ji^J. e Cloister Gate 



Gate 



. fTVT T- 
H0L1 

M.OF 

' - E 



holyihOlyTo 

F , C SPLACE£, 



CHAMBERS 

COURT OF THE 
PRIESTS 




ELavef 



CHEL OR SACRED INCLOSURE 



Gate 



Gate 



COURT OF THE GENTILES 



Underground 
Entrance 



Bridge 



HEROD'S PORCH 



OPHEL 



< 
> 



III. The Court of the Women occupied the eastern end of the Sacred 
Inclosure. It was a square, two hundred and forty feet on each side; 
its floor three feet higher than the platform of the Chel ; surrounded by 
high walls; entered by four gates, one on each side. The one on the 



62 REVISED NORMAL LESSONS 

east was the Gate Beautiful (Acts 3. 2), that on the west the Gate 
Ni-ca'nor. The court was open to the sky, as were also the four rooms, 
one in each corner, each sixty feet square. The one on the northwest 
was used for the ceremony of cleansing the leper (Matt. 8.4); northeast, 
for storage of wood; southeast, for the ceremonies of the Naz'a-rite's 
vow (Acts 21. 23-26); southwest, for the storage of oil. The court 
had a gallery from which women could view the sacrifices; hence its 
name. It was also called "the Treasury," from the gift boxes fastened 
upon its walls (Mark 12. 41, 42; John 8. 20). 

IV. The Court of Is'ra-el, or Men's Court, occupied the western end 
of the Chel, and was a corridor surrounding the Court of the Priests. 
It was ten feet higher than the level of the Women's Court; three hun- 
dred and twenty feet long from east to west, and two hundred and 
forty from north to south. The corridor was sixteen feet wide on the 
north and south, and twenty-four feet on the east and west. It was 
the place where the men stood to witness the sacrifices. Its outer 
wall was thick and high ; within it was separated from the Court of the 
Priests by a railing. It had three gates on the north, one on the east, 
and three on the south. On the southeastern corner was the meeting 
room of the San-hee'drin, or Great Council of the Jews. 

V. The Court of the Priests was a platform within the Court of 
Is'ra-el, raised three feet above it; about two hundred and eighty feet 
long by two hundred wide. Upon it stood the Altar, the Laver, and 
the Temple building. The Altar probably stood on the rough rock 
which lies under the dome of the Mosque of O'mar and gives its name, 
"The Dome of the Rock," to the building. 

VI. The Temple building, or House of the Lord, consisted of foul 
parts. 

1 . The Porch was the vestibule in front, forming a tower one hun- 
dred and twenty feet high. 

2 . The Holy Place was thirty feet wide and sixty feet long, having 
each of its dimensions double those in the tabernacle, and containing 
the Candlestick, the Table, and the Altar of Incense. 

3. The Holy of Holies was a cube of thirty feet on each side, 
separated from the Holy Place by a double veil three inches apart. 
As there was no Ark of the Covenant it contained only a block 

' of marble, on which the blood was sprinkled on the Day of 
Atonement. 

4. The Chambers were rooms for the priests during their service at 
the Temple. They were situated around the building, but separate 
from it, and were three stories high. In one of these rooms each 
priest lived in turn for about two weeks in each year. 



REVISED NORMAL LESSONS 63 



BLACKBOARD OUTLINE 

fi 1 

Tern. Sol. 1,000. Zer. 515. Her. B. C. 20. 
I. Cou.Gen. 1,000. N. An. E. Val. Kid. S. Op. W. Val. 
Tyr. Sol. Por. Her. Por. 
II. Chel. 8. 630. 300. 24. Soreg. 9 stair. 

III. Cot*. "Worn. 240 sq. 4 ga. 4 rooms. N. W. lep. N. E. 
woo. S. E. Naz. vow. S. W. oil. Gal. Treas. 

IV. Cow. Isr. 10. 320. 240. 16. 24. Sanh. 
V. Cot*. Pri. 3. 280. 200. Alt. Lav. Tern. 

VI. Tern. boil. Por. 120. Ho. PI. 30. 60. Hoi. Hoi. 30. 



►F — — — — — — — >£ 

REVIEW QUESTIONS 

How did the Tabernacle become a Temple? 

Name the three Temples, their builders, and the date of each. 

Name the six parts of the Temple in the time of Christ. 

What was the form of the Court of the Gen' tiles? 

Give the boundaries of this court. 

What two porches stood beside it? 

How many gates did it have, and where were they? 

What was the name of the court, or sacred inclosure, within that of the Gen'tiles? 

What were its dimensions? 

What was the character of this court? 

What entrances led to it? 

Who were excluded from it? 

Locate and describe the Court of the Women. 

How was it entered? 

What rooms were in its corners? 

By what other name was it called? 

Why was it called the "Court of the Women"? 

What court was next to that of the women? 

Describe this court. 

How was it separated from the other courts? 

What stood in one of its corners? 

What was the Court of the Priests? 

What were its dimensions? 

What stood in this court? 

Where did the altar stand? 

Name the four parts of the Temple building. 

Describe the porch of the Temple. 

Describe the Holy Place. 

Describe the Holy of Holies. 

What took the place of the Ark in this Temple? 

Describe the chambers. 



64 REVISED NORMAL LESSONS 



LESSON XX. THE SYNAGOGUE 

The synagogue forms an important link between the Church of the 
Old Testament and that of the New, and greatly aided in preparing 
the way for the Gospel. 

I. Its Origin. The synagogue arose during the captivity, when the 
Temple was in ruins and the sacrifices were in abeyance. In the land 
of captivity the people of God met for worship and fellowship, and out 
of their meeting grew the synagogue, a word meaning "a coming to- 
gether." It is believed that the institution was organized as a part of 
the Jewish system by Ezra, B. C. 440. 

II. Its Universality* There was but one temple, standing on Mount 
Mo-ri'ah, and only those who journeyed thither could attend its services. 
But the synagogue was in every place where the Jews dwelt, both in 
Pal'es-tine and throughout the world. Wherever ten Jew'ish heads of 
families could be found there a synagogue would be established. There 
were four hundred and sixty synagogues in Je-ru'sa-lem; and every 
nationality of Jews had its own (Acts 6. 9). 

III. The Place of Meeting. This might be a building erected for 
the purpose, or a hired room, or even a place in the open air (Acts 
16. 13). This meeting place was employed for secular as well 
as religious uses. Courts were held in it, and sentence was ad- 
ministered (Acts 22. 19), and sometimes a school for teaching the 
law was held in it. Thus the synagogue became a center of local 
influence. 

IV. Its Arrangement. Every ancient synagogue contained: 

1. Aw" ark," which was the chest for the sacred rolls, and stood in 
the end of the building toward Je-ru'sa-lem. 

2. Chief seats, elevated, near and around the "ark," for the elders 
and leading men (Matt. 23. 6). 

3 . A desk for the reader standing upon a platform. 

4. Places for the worshipers, carefully graded according to rank, the 
Gen'tile visitors having seats near the door of entrance. 

5. A lattice gallery where women could worship without being 
seen. 

V. Its Officers. These were : 

1. Three rulers of the synagogue, who directed the worship, managed 
the business details, and possessed a limited judicial authority over the 
Jews in the district (Mark 5. 22; Acts 13. 15). One of these was the 
presiding officer, and called "the ruler." 

2. The chazzan (Luke 4. 20, "the minister"), who united the func- 



REVISED NORMAL LESSONS 65 

tions of clerk, schoolmaster, sexton, and constable to administer sen- 
tence on offenders. 

3. The batlanim, "men of ease," seven men who were chosen to act 
as a legal congregation, were pledged to be present at the regular serv- 
ices, and sometimes received a small fee for being present. 

VI. Its Services* These were held on Saturday, Monday, and 
Thursday, and were conducted by the members in turn, several taking 
part in each service. They consisted of: 

1. Forms of prayer, conducted by a leader, with responses by the 
worshipers. 

2. Reading of selections from the law and the prophets, according 
to an appointed order (Acts 15. 21). The reading was in Hebrew, but 
it was translated, verse by verse, into the language of the people, 
whether Greek or Aramaic. 

3. Exposition or comment upon the Scripture, in which any member 
might take part (Luke 4. 20, 21; Acts 13. 15, 16). 

VII. Its Influence* It is easy to perceive how widely and how 
powerfully the results of such an institution would reach. 

1. It perpetuated the worship of God and united the worshipers. 

2. It supplied a more thoughtful and spiritual worship than the 
elaborate ritual of the Temple. 

3. It promoted the study of the Old Testament Scriptures and made 
them thoroughly familiar to every Jew. 

4. It attracted the devout and intelligent among the Gen'tiles, many 
of whom became worshipers of God, and were known as ' ' proselytes of 
the gate" (Acts 10. 1, 2). 

VIII. Its Preparation for the Gospel. It is evident that the 
apostles and early Christian teachers were greatly aided by the 
synagogue. 

1. It furnished a place; for everywhere the Church began in the 
synagogue, even though it soon left it (Acts 13. 5; 18. 4; 19. 8). 

2. It prepared a people; for the synagogue was attended by 
the earnest and thoughtful, both of Jews and Gen'tiles, who were 
thus made ready for the higher truths of the Gospel (Acts 13. 

42, 43)- 

3 . It supplied a plan of service; for it is evident that the early Chris- 
tian worship was modeled, not on the ritual of the Temple, but on the 
simpler forms of the synagogue. 

4. It gave a system of organization; for the government of the early 
Church was similar to, and doubtless suggested by, that of the syna- 
gogue. 

5 



66 REVISED NORMAL LESSONS 





BLACKBOARD OUTLINE 




I. 


Ori. Cap. Ez. B. C. 440. 




II. 


Univ. 10 fam. 460 Jer. 




III. 


PL Meet. Buil. room. open. sec. rel. sch. 




IV. 


Arr. 1. Ark. 2. Ch. se. 3. Des. 4. Pla. wor. 
gal. 


5. Lat. 


V. 


Off. 1. Rul. 2. Chaz. 3. Batl. 




VI. 


Serv. 1. Pr. 2. Re. 3. Exp. 




VII. 


Inf. 1. Per. wor. 2. Tho. wor. 3. St. 0. T. 
Gen. 


4. Dev. 


VIII. 


Prep. Gosp. 1. PI. 2. Peo. 3. Ser. 4. Org. 




>{« 




•:? 



REVIEW QUESTIONS 

Between what two institutions was the synagogue a link or connection? 

How did the synagogue originate? 

Who gave it definite organization? 

Wherein did it differ in location from the Temple? 

Where were synagogues formed? 

How many were in Jeru'sa-lem? 

What buildings and places were used for the service of the synagogue? 

To what secular uses also were these put? 

What were the arrangements of the synagogue? 

Where did the women worship? 

What was the "ark" in the synagogue? 

Who were the officers of the synagogue? 

Who was the chazzan? 

Who were the ballanirnl 

What were the services of the synagogue? 

What influence did the synagogtie exert? 

Whom did the synagogue benefit outside of the Jews? 

How did the synagogue prepare the way for the Gospel? 



LESSON XXI. THE SACRED YEAR 

I. Among the Is'ra-el-ites were certain institutions of worship ob- 
served at regular intervals of time, and which have been called The 
Periodical Institutions. These were : 

1 . The Sabbath, observed one day in seven ; of wh.' ".h the root idea 
is the giving to God a portion of our time. See references in the Old 
Testament: Gen. 2. 3; Exod. 20. 8-1 1; Isa. 56. 2; 58. 13. In the New 
Testament we find the first day of the week gradually taking its place 
among the early Christians (Acts 20. 7; 1 Cor. 16. 2; Rev. 1. 10). 

2. The New Moon, which was the opening day of each month; re- 



REVISED NORMAL LESSONS 67 

garded as a sacred day, and celebrated with religious services (Num. 
10. 10; 2 Kings 4. 23). 

3. The Seven Annual Solemnities, the important occasions of the 
year, six feasts and one fast day. 

4. The Sabbatical Year* One year in every seven was observed as a 
year of rest, and the ground was left untilled (Lev. 25. 2-7). 

5. The Year of Jubilee* Once in fifty years the Is'ra-el-ites were 
commanded to give liberty, to slaves, freedom to debtors, and general 
restitution of alienated inheritances (Lev. 25. 9, 10). 

II. We take for special notice among these periodical institutions 
the seven annual solemnities of the Sacred Year* 
These may be classified as: 

1. The Three Great Feasts, Passover, Pentecost, and Tabernacles; 
all observed at the capital, and requiring the people to make annual 
pilgrimages to Je-ru'sa-lem. 

2. The Annual Fast, the Day of Atonement. 

3. The Three Lesser Feasts, Trumpets, Dedication, Purim. These 
were observed throughout the land, as well as at Je-ru'sa-lem. 

With regard to each of these we will note: 1. Its time. 2. The 
event which it commemorated. 3. How it was observed. 

1. The Feast of Passover (Luke 22. 1). 

(a) Was held in the spring, on the fourteenth of the month Abib 
or Nisan, corresponding to parts of March and April (Exod. 12. 
18). 

(b) Commemorated the exodus from E'gypt (Exod. 12. 42). 

(c) Observed with the eating of unleavened bread and the slain 
lamb (Exod. 12. 19-21). 

2. The Feast of Pen'te-cost (Acts 2. 1). 

(a) Was held early in the summer, on the fiftieth day after Pass- 
over, in the month Si van, corresponding to May and June. 

(b) Commemorated the giving of the law. 1 See Exod. 19. 1, 11. 

(c) Observed by "first fruits" laid on the altar, with special sac- 
rifices (Lev. 23. 15-21). 

3. The Feast of Tabernacles (John 7. 2, 10). 

(a) Held in the fall, after the ingathering of crops, from the 15th 
to 21st of the seventh month, Ethanim, corresponding to Sep- 
tember and October (Lev. 23. 34). 

(b) Commemorated the outdoor life of the wilderness (Lev. 23. 43). 

(c) Observed by living in huts or booths, and by special sacrifices 
(Lev. 23. 35-42). 

1 According to Josephus; the fact is not stated in the Bible. 



68 REVISED NORMAL LESSONS 

4- The Day of Atonement, the only fast required by the Jew'ish 
law. 

(a) Held in the fall, on the tenth day of the month Ethanim (Lev. 
23. 27), five days before the Feast of Tabernacles. 

(b) Showing the sinner's reconciliation with God. 

(c) On this day only in the year the high priest entered the Holy 
of Holies (Exod. 30. 10). 

5. The Feast of Trumpets. 

(a) Held on the first day of the seventh month, Ethanim, corre- 
sponding to September or October (Lev. 23. 24). 

(b) This feast recognized the "New Year Day" of the civil year. 1 

(c) It was observed with the blowing of trumpets all through the 
land. 

6. The Feast of Dedication, not named in the Old Testament. See 
John 10. 22. 

(a) This was held in the winter, on the 25 th of the month Chisleu 
(or December) , and for eight days thereafter. 

(b) It commemorated the reconsecration of the Temple by Ju'das 
Mac'ca-be'us, B. C. 166, after its defilement by the Syr'i-ans. 

(c) It was observed by a general illumination of Je-ru'sa-lem ; 
hence often called "the feast of lights." 

7 . The Feast of Pu'rim, not named in the New Testament, unless it 
be referred to in John 5. 1. 

(a) Held in the early spring, 14th and 15 th of the month Adar — 
March (Esth. 9. 21). 

(b) Commemor.ating Queen Es'ther's deliverance of the Jew'ish 
people (Esth. 9. 22-26). 

(c) Observed with general feasting and rejoicing. 

BLACKBOARD OUTLINE 



I. Per. Inst. 1. Sab. 2. Ne. Mo. 3. Sev. Ann. Sol. 
4. Sab. Ye. 5. Ye. Jub. 
II. Sac. Yea. 

( 1. Pass. spr. ex. Eg. sla. la. 

1. Gr. Fe. •< 2. Pen. sum. giv. la. fir. fru. 
( 3. Tab. fal.'lif. wil. liv. huts. 

2. Ann. Fa. 4. Day. At. fal. sin. rec. pr. H. Hoi. 
( 5. Trum. fal. N. Ye. bl. trum. 

3. Les. Fe. < 6. Ded. win. rec. Tern. ill. Jer. 
( 7. Pur. spr. Esth. del. fea. rej. 

►£♦ : ■■ *i* 



1 The ecclesiastical year began with the month Abib or Nisan in the spring; the 
.civil year with the month Ethanim in the fall. 



REVISED NORMAL LESSONS 69 



REVIEW QUESTIONS 

What is meant by "periodical institutions"? 

Name the five general periodical institutions of the Is'ra-el-ites. 

What did the Sabbath commemorate? 

What were the new moons? 

How many times in the year were observed by the Is'ra-el-ites? 

What was the Sabbatical Year? 

What was the Year of Jubilee? 

Name the three great feasts. 

When was each great feast observed? 

What did each feast commemorate? 

How was each feast observed? 

What took place on the Day of Atonement? 

What did the Day of Atonement represent? 

What were the three lesser feasts? 

When was each observed? 

What did each lesser feast commemorate? 

How were these feasts observed? 



LESSON XXII. REVIEW OF BIBLE INSTITUTIONS 

I. Name four great institutions preparatory to the Church. 

II. Concerning the Altar state: 1. Its use in ancient religions; 

2. What is known as to its origin; 3. Its material; 4. Its idea; 5. Its 
prophetic purpose. 

III. Name the five offerings among the Is'ra-el-ites. 

IV. State concerning each offering: 1. What it represented; 2. Of 
what it consisted; 3. What was done with it. 

V. Show how the Altar grew into the Tabernacle. 

VI. State the various parts of the Tabernacle, its court and con- 
tents. 

VII. Name the three Temples, who built them, and what became of 
them. 

VIII. Describe the courts of Her'od's Temple. 

IX. Name the various parts of the Temple building, their dimen- 
sions and uses. 

X. State concerning the Synagogue: 1. Its origin; 2. Its locality; 

3. The building or place of meeting; 4. Its arrangements; 5. Its officers; 
6. Its services; 7. Its influence; 8. Its preparation for the Gospel. 

XL Name and describe "the periodical institutions" of the -Old 
Testament. 

XII. Name and describe the three great Feasts of the Jews. 

XIII. Explain the annual fast of the Jews. 

XIV. Name and explain the three lesser feasts. 



PART V 

THE PUPIL 1 



LESSON 
LESSON 
LESSON 
LESSON 
LESSON 
LESSON 
LESSON 



XXIII. 

XXIV. 

XXV. 

XXVI. 

XXVII. 

XXVIII. 

XXIX. 



THE LITTLE BEGINNERS. 

THE PRIMARY PUPILS. 

THE JUNIOR PUPILS. 

THE INTERMEDIATE PUPILS. 

THE SENIOR STUDENTS. 

THE ADULT STUDENTS. 

REVIEW. 



LESSON XXIII. THE LITTLE BEGINNERS 

The Sunday school is the only educational institution of our time 
which provides courses of study for all ages, from the little child of 
three to the patriarch of fourscore, and embraces them all in its mem- 
bership. We shall classify the different departments of the school 
later, under the topic of "Organization"; but it is necessary to study 
the traits and needs of the pupil at each of the great divisions of his 
life. We begin with the youngest children in the Sunday school, the 
Little Beginners, from three to six years of age. This has been called 
"the age of instinct," or of action suggested by natural impulse, 
rather than by judgment or education. 

I. The Traits of the Little Beginners. These have been carefully 
studied by specialists in child-nature, and have been classified as the 
following : 

i. Physical Growth. Relatively to other periods, the body grows 
faster at this period than at any later time in life. Hence the body, 
even more than the mind, must be considered in teaching. Food must 
be given at regular and frequent intervals; the need of exercise must 
be recognized; rest must be provided. Hence also the lessons taught 
must be of the simplest nature ; and the memory should not be taxed 
severely. [Note in the above paragraph concerning (i) Growth; 
(2) Food, exercise, rest; (3) Lessons; (4) Memory.] 



1 In the preparation of these lessons on the Pupil the author wishes to acknowledge 
his indebtedness to the " Charts of Childhood and Adolescence," prepared by Profes- 
sor Edward P. St. John, of the Hartford School of Religious Pedagogy; also to " The 
Pedagogical Bible School," by Samuel B. Haslett. Many other works have been 
consulted, but these have been found most useful, 

70 



REVISED NORMAL LESSONS 71 

2. Play-Instinct. All children are fond of play, but at no other 
time does the child play so constantly. The demand for amusement 
is often perplexing to parents; and the kindergarten with its plays 
becomes a great aid. The plays of this period, when the child is left 
to itself, are not often games, but generally the imitation of older peo- 
ple, doing as mother or father or the older children do. A characteristic 
of the period is apt to be solitary playing, rather than in games requir- 
ing association with others; for example, two little children with 
blocks will not build one house together, but each will build his own. 
There is apt to be an apparent selfishness, each child wishing to have 
his own property rights to chair, blocks, doll, etc., recognized. The 
real reason for this is that he is too young to understand "lending" or 
"cooperation with others. [Note (1) Demand for play; (2) Imitation; 
(3) Solitary; (4) Apparent selfishness.] 

3. A Strong Imagination is another trait — A stick or a bundle of 
rags will make "a real baby"; a chair becomes "a truly horse." The 
world of the imagination is a real world to the child. Hence, he is 
fond of stories, without any special interest in facts, scarcely asking 
whether the story is true or fictitious. The wise parent or teacher will 
keep in mind a store of stories for the little children. [Note (1) Imagi- 
nary world; (2) Fond of stories.] 

4. Restlessness or desire for change is another marked trait. The 
little child cannot stay long in one position; he leaves one toy for 
another, strewing the room with discarded playthings. He turns 
from one subject of interest to another with surprising rapidity. His 
attention is easily diverted ; he lacks perseverance and cannot continue 
long on one line. 

5. Dependence. The little child clings closely to its mother or its 
kindergarten teacher. It expects to be cared for, and looks up to older 
people with absolute trust and confidence. 

II. Hints concerning the Teaching of the Little Beginners. 

1. If possible, a separate room should be provided, even apart from 
the Primary Department, so that the frequent changes in the program, 
the marches, and the motion-songs will not interrupt others. In most 
Sunday schools, however, the Beginners form the lowest grade of the 
Primary Department, and meet in the same room. 

2. Classes may be of both sexes together. Little children are un- 
conscious of the distinctions of sex; the boys and girls play together, 
and they may be in classes together. It is desirable that the class 
should be seated upon little chairs, so that each pupil can have a chair 
to himself. 



jz REVISED NORMAL LESSONS 

3. Activity should be directed, not repressed, by exercises, motion- 
songs, marchings, etc., the children taking part in frequent movements. 
The program at any given session should have frequent changes, in 
order not to weary the little ones by keeping their attention long on 
one subject. 

4. Lessons should be short, and in the form of stories. The lesson 
may be a nature story, showing our Father's care for all his creatures; 
or a Bible story, telling of human life. But pathetic or sanguinary facts 
should be avoided or passed over lightly. The vocabulary of the 
little ones is limited, hence stories should be told very simply. [Note 
(1) Stories: Nature, Bible; (2) Pathetic, avoided; (3) Told simply.] 

5 . Memory lessons should be few and brief ; some very simple verses 
about childhood, God's love, and love to God, the Lord's Prayer, some 
songs of childhood, etc. Leave the creed and catechisms to later periods. 

6. The moral and religious teaching should be about God our Father ? 
and Jesus his Son our Lord. The little child in his dependence upon 
his earthly father and mother can readily be taught to look up to God 
as his Father in heaven,- and to follow the example of parent and 
teacher in offering his little prayer to God. Imitation of the outward 
form will by degrees awaken the child to the inward reality of religion. 

BLACKBOARD OUTLINE 



I. Trai. Lit. Beg. 1. Phys. Gro. (1) Gr. (2) Foo. Ex. Re. (3) Less. 

(4) Mem. 

2. PI. inst. (1) Dem. (2) Im. (3) Sol. (4) App. self. 

3. Str. Imag. (1) Im. wor. (2) Fo. stor. 

4. Rest. 

5. Dep. 

II. Hints. 1. Sep. Roo. 2. Sex. tog. 3. Act. dir. 4. Les. sh. 

(1) Sto. nat. Bib. (2) Avoi. path. (3) Tol sim. 



-►r 



REVIEW QUESTIONS 

Wherein does the Sunday School differ in its plans from all other schools? 

Who are meant by "the little beginners" in Sunday School? 

Name five traits of those little children? 

What are the facts about the body? 

What is said of food, exercise, and rest? 

What lessons should be taught ? 

How should the memory be treated? 

What are the traits of the plays of little children? 

How is apparent selfishness, explained? 

How does the imagination affect the child? 

How is restlessness shown? 

What is said of the child's dependence? 



REVISED NORMAL LESSONS 73 



Why should a separate room be provided? 

Should the sexes be separated in classes? 

How should activity be recognized? 

What kind of lessons should be taught? 

What should be taught as memory lessons ? 

What moral and religious' teachings should be given? 



LESSON XXIV. THE PRIMARY PUPILS 

At about the age of six years a gradual change comes over the 
child; and from six to eight or nine years it should belong to what is 
known as the Primary Grade in the Sunday school. 

I. Let us ascertain the most important Facts with regard to the 
Primary pupils. 

1. The most prominent fact, and one which brings great results, 
is the beginning of school age. There may have been a preparation 
for this stage in the kindergarten, but in that institution school life 
has been merely "play," although play wisely directed. Now school 
becomes study, with definite tasks and lessons to learn, requiring effort. 
With school the influence of the teacher is felt, assuming a large part 
of the power hitherto held by the parent. The little pupil finds that 
there are worlds of knowledge held by the teacher; and the wise 
teacher holds a high place in the love and respect of the child. Be- 
sides association with the teacher comes also association with other 
children. They learn to play together, to study together, to form 
friendships, to have their own characters modified by contact with 
each other. [Note (1) Study; (2) Influence of teacher; (3) Association.] 

2. Increase of mental power is another trait. The brain grows during 
this period far more than afterward; and grows not only in size, but in 
definiteness and quality of material. The vocabulary of the child is 
greatly enlarged. Its perceptions are active, but not as yet accurate 
and precise. The child is still under the influence of the imagination, 
though less actively than before ; and still fond of stories, but begins 
to recognize the difference between the true and the fictitious. [Note 
(1) Brain; (2) Vocabulary; (3) Perceptions; (4) Imagination; (5) Sto- 
ries.] 

3. This is the question age. The senses are active, and their impres- 
sions vivid; the mind is alert; and the world is before the child. It 
sees with open eyes, hears with open ears, and inquires with insatiable 
curiosity. The wise parent and teacher will try to answer the ques- 



74 REVISED NORMAL LESSONS 

tions of the child ; but will not pretend to a knowledge which he does 
not possess. [Note (i) Senses; (2) Inquiries; (3) Answers.] 

4. This is also the habit-forming age. It has been declared that 
more of the enduring habits of life are fixed now than at any other 
period. Even in old age the grooves of life and conduct that have 
been worn in childhood continue. More than one man, after years of 
wandering from the simple belief of childhood, has returned to it in 
maturer years. 

5 . It is an age of candor and sincerity. There is an artless simplicity 
about the child at this period. Its nature is open and frank; and it 
expresses its youthful opinions with an honesty which is sometimes 
embarrassing to older people, who may have opinions as decided, but 
have learned worldly wisdom in the expression of them. 

6. It is an age of the emotions. Love, joy, sympathy are strongly 
felt and freely expressed. The child is susceptible to kindness, feels 
a love for those who show interest in it, and is not ashamed to mani- 
fest its affection, as it is apt to become at a later period. One element 
of fascination and delight in primary teaching is the love for the 
teacher shown by the children. 

7. It is an age of faith. The child believes without question in an 
unseen Being, the good God of whom the mother and the teacher 
speak, and to whom the father prays with the family. And the child's 
belief in God is real and vivid. He may have too human a conception 
of God's nature, but he will gradually grow into a higher and more 
intellectual vision. When rightly trained he is apt to enjoy religious 
services, especially when they are adapted to his age, as in the Primary 
class and the Junior Young People's Society. 

II. Hints concerning Management and Teaching of the Primary 
Pupils. In an outline, details cannot be given; for full directions of 
organization, management, and teaching, works on the special subject 
should be consulted. 

1 . The teachers of this grade should generally be women, possessing 
a love of children and patience with them; a knowledge of the Bible, 
and wisdom in adapting it to the mind of childhood. 

2. If possible, the class should meet in a separate room, entirely 
apart from the main school, with its own opening and closing exercises, 
and its own program. 

3. Its organization should include a Primary Superintendent, As- 
sistant Superintendent, Secretary and Treasurer (one person holding 
both offices, if desirable) , and Pianist or musical leader; with as many 
teachers as may be needed, giving to each teacher about six pupils. 



REVISED NORMAL LESSONS 75 

4. The department should be graded into three sections or sub- 
divisions, for children of six, seven, and eight years respectively; 
allowance being made for children who are either advanced or back- 
ward in mental condition, with promotions from class to class each 
year. Boys and girls may be classed together; except that in the upper 
or "eight years' class" they may be separated if convenient, provided 
the number in the class be sufficient. 

5. The teaching should be partly in the classes by the teachers, 
partly by the Primary Superintendent to the children collectively. 

6. In this department the children should be taught, and should be 
expected to learn, not merely to listen to stories. Questions should be 
asked, and reviews given ; and a beginning should be made in real Bible 
instruction. 

7. In addition to the regular lesson, supplemental lessons should be 
given according to a regular system; such as Psalm 23, the Ten Com- 
mandments, the Apostles' Creed and a few church hymns, and im- 
portant passages of Scripture. Plans of graded supplemental lessons 
are supplied by the various state associations of the United States 
and provincial associations of Canada. 

8. The religious activity of the child should be awakened. He 
should be taught to pray, not merely to say a prayer, but to express 
his own prayers; to love God and Jesus Christ as our Lord, living and 
watching over us; to live in communion with God, that is, to be con- 
scious of God's presence and all-seeing eye without fear; to understand 
the principles of right and wrong, and always to do right; in other words, 
to be a Christian child now, without waiting for some future work of 
conversion. The best Christians are those who grow up from child- 
hood in Christ. [Note (1) Prayer; (2^ Love of God; (3) God's pres- 
ence; (4) Do right; (5) Christian.] 

BLACKBOARD OUTLINE 

^ '■ ►£ 



I. Facts. 1. Sch. ag. (1) Stu. (2) Inf. tea. (3) Asso. 2. Inc. 
men. pow. (1) Bra. (2) Voc. (3) Per. (4) Imag. (5) Sto. 
3. Ques. ag. (1) Sen. (2) Inq. (3) Ans. 4. Hab. for. 5. 
CancL 6. Emo. 7. Fai. 
II. Hints. 1. Tea. 2. Sep. roo. 3. Org. 4. Sec. 5. Tea. 
6. Tau. 7. Sup. Less. 8. Rel. act. 

^ , -& 

REVIEW QUESTIONS 

What ages are included in the Primary grade? 
Name seven traits of pupils in this grade. 



76 REVISED NORMAL LESSONS 

What are the effects of school life on little children? 

What are the mental traits of this period? 

How is this the question age of the pupil? 

What shows that this is the habit -forming age? 

What is said of the candor of little children? 

How are the emotions manifested? 

Wherein is this an age of faith? 

What eight hints or suggestions are given to teachers of these pupils? 

Who should be teachers of this grade ? . 

Where should the Primary Department meet? 

How should it be organized? 

How many sections or subdivisions should it include ? Should boys be classed with girls ? 

How should the teaching be given? 

What in the way of study should be expected of the children? 

What supplemental lessons should be taught? 

How should the religious life of the child be promoted? 



LESSON XXV. THE JUNIOR PUPILS 

At the age of eight or nine a change conies gradually over the 
child's nature; and a new stage in its history begins. In relation to 
the Sunday school this stage is called the Junior period. That name 
for it has not been as yet unanimously adopted, but for the sake of 
uniformity it should be accepted. This important period in life lasts 
about four years, from eight or nine to twelve or thirteen. Both in 
entering and leaving it girls are apt to be a little in advance of boys; 
a girl at twelve being in mentality on a par with a boy at thirteen. 

I. The Traits of the Junior Period, These are in strong contrast 
with the traits of the Primary age, and even stronger contrast with 
those of the period that follows the Junior. We consider them under 
the heads of physical, mental, social, moral, and religious charac- 
teristics ; although some traits might be named under more than one 
head. 

i. Physical Traits. These are so closely intertwined with the 
mental traits that it is sometimes difficult to separate them. 

i.) There is a slower growth in the size of body and brain, but a 
strong development of both in strength and firmness of 
texture. This development shows its results upon both 
the body and the mind. 
2.) Corresponding with increasing strength of muscle, nerve, 
and brain, there is a great increase of physical activity. The 
boy will run or walk farther and faster than the child. He 
enters upon games that require greater energy, like baseball, 



REVISED NORMAL LESSONS 77 

and other hard sports. The tendency is to take risks, do 
adventurous exercises, live out of doors, etc. Girls also 
abound in life and activity, but in. less vigorous forms. 

2. Mental Traits* The brain may not be more active than in the 
earlier age, but its activity has greater definiteness and persistence. 

i.) Curiosity is one strong trait at this period. It takes the 
form of an interest in facts. Boys in particular are apt to 
dislike " fairy tales " and stories of an impossible sort ; but they 
are eager to acquire knowledge of facts, though as yet caring 
little for processes of thought or abstract ideas. History, 
biography of great men, stirring events and stories of ad- 
venture appeal to their minds. 

2.) Memory is stronger, more accurate, and more retentive 
than at any other period. This is the time for memorizing 
and remembering. Those who have failed to learn Bible 
verses or Bible facts during this period- will find the task 
doubly difficult later. 

3.) Arrangement of knowledge is frequently manifested; learn- 
ing the sequence of events in history; of locality in geography; 
of facts in biography, etc. 

4.) Love of reading is also shown. The boy or girl for the first 
time now reads with ease and enjoyment, and the world of 
books is open. Many read with rapidity, a story or two each 
day, if they can obtain them. This trait will require wise 
guidance from parent and teacher. 

5.) The trait of acquisitiveness shows itself in some odd forms, 
as a tendency for gathering and hoarding all sorts of things. 
The boy's pockets become a museum of curiosities; the girl's 
treasure box or drawer is not unlike it; postage stamps, stones, 
pictures of all kinds are collected. All this springs from the 
curiosity of the boy or girl. 

3. Social Traits* These are also strongly marked at this period: 
1.) The sex instinct first reveals itself in repulsion. Boys and 

girls no longer play together ; but boys are with boys only, 

and girls with girls. 
2.) Friendships arise between individuals of the same sex. 

Every boy has his mate who is his constant companion; and 

every girl also has her girl friend. These companions never 

tire of being together. 
3.) The club-spirit begins; girls form societies; and boys form 

clubs and "gangs." Loyalty to the association must be 



78 REVISED NORMAL LESSONS 

maintained, even though truth and morals are sometimes 
sacrificed. 

4. There are also moral traits to be noted. 

1 .) While this age is not always marked by strong conscientious- 
ness or high principle in conduct, yet there is a clearly defined 
moral sense. The boy or girl sees more strongly than in earlier 
years the difference between right and wrong. To the pri- 
mary child "right" is what he is told to do, and "wrong " 
is what is forbidden. But at the Junior age there is a clear 
distinction between right and wrong in themselves. 

2.) With this enlightenment rises a sense of justice, a demand 
for ' ' fair play. ' ' The boy or girl is quick to perceive wrongs 
and to resent them; and also ready to respond to a demand 
for that which is right and just. This instinctive sense 
may become a power when guided by a wise parent or 
teacher. 

5. Religious Traits. The religious spirit may be awakened, and 
should be awakened, during this period. It will not often be mani- 
fested in emotional states, or excited feelings, but will be shown in 
two ways. 

1.) In an admiration for the heroic and noble in Christian char- 
acter, as for the great men and women of the Bible, for self- 
denying missionaries and active workers for Christ, and above 
all for Christ himself. The religious life of this period does 
not consist in believing certain doctrines, nor feeling certain 
emotions, but in obedience to Christ as Lord. 

2.) In a willingness to work for Christ and the Church. Give 

the Juniors something to do; and they are ready to take 

time and energy to do it, even when it requires self-denial 

for its accomplishment. 

II. Hints concerning the Management and Teaching of Jtmior 

Pupils. 

1. Age of Promotion. The time when a child should be trans- 
ferred from the Primary to the Junior Department, though generally 
at eight or nine years, is not indicated so much by age as by mental 
development. When in the week-day school he begins to read in 
the Second Reader, and can read in the Bible without difficulty, he 
should be placed in the Junior Grade. 

2. Organization. In most Sunday schools the Junior Department 
is divided into classes, each of about six pupils. They should never 
include more than eight pupils under one teacher. The boys and 



REVISED NORMAL LESSONS 79 



girls should be placed in separate classes. Some think that young 
men should teach the boys and young women the girls; but this is 
by no means essential for this grade. The teachers should not be 
the same who have previously taught the same pupils in the Primary 
Grade. At every promotion to a new department the pupil should 
have a new teacher. There is a tendency in some of the best managed 
Sunday schools to have all the Juniors in one class, in a separate 
room, under one teacher or department superintendent. Where one 
able conductor, either lady or gentleman, can be found for this grade 
this is the better plan. 

3. Teaching. In this grade the great facts of Bible history should 
be taught consecutively to the pupils. If the International Uniform 
Lessons are used throughout the school, emphasis should be laid on 
facts, places, and persons, and on character, rather than doctrinal 
teaching. But the Uniform Lesson should not occupy all the time 
of the teacher. It is imperative that supplemental work should be 
given, such as the names and order of the books in the Bible; the out- 
line, however simple, of Bible history; the general outline of Bible 
geography; some selected portions of Scripture to be memorized; 
and the church catechism, in schools which supply a catechism. This 
may seem to require more time than the half-hour given to the lesson, 
but in the four years of this period it can be taught, and taught thor- 
oughly. And with the vast majority of pupils it is "now or never"; 
for if these facts are not fixed in the memory by the age of twelve 
they never will be. 

4. The reading of the pupil should not be neglected, for this is the 
reading age. The parent and the teacher should assist each other 
to see that good, healthful, uplifting books and papers are provided 
abundantly. The best way to keep evil reading from the boy or girl 
is to supply good literature. 

5. The religious teaching for this period needs to be intelligent 
and sane. It should not embrace pathetic stories, nor highly drawn 
pictures of suffering, even of the sufferings of Christ; but it should 
emphasize the nobility of the Christian life, the example of Christ, 
and the rightfulness of his authority over our lives ; the duty and the 
glory of self-denial and living for others. We must not look for deep 
spiritual emotions in our pupils, nor, generally, for radical transfor- 
mations of character in boys and girls growing up in Christian homes. 
The will should be appealed to, and a decision for Christ should be 
expected before leaving the Junior grade. Many of the best all- 
around Christians in our churches have made this decision between 



80 REVISED NORMAL LESSONS 

the ages of ten and twelve years; and more will as the adaptation of 
the Gospel to youth is more generally understood. 

BLACKBOARD OUTLINE 



>i< — ^ 

I. Trai. Jtm. Per, i. Phys. (i) Bod. bra. (2) Phys. act. 

2. Men. Trai. (1) Cur. (2) Men. (3) Arr. 
kno. (4) Read. (5) Acq. 

3. Social (1) Sex. ins. (2) Frie. (3) Club. 

4. Moral. (1) Mor. sen. (2) Just. 

5. Rel. tra. (1) Adm. her. (2) Will. wor. 

II. Hints. 1. Ag. Pro. 2. Org. 3. Tea. 4. Rea. 5. Rel. 
tea. 



REVIEW QUESTIONS 

What ages are included in the Junior period? 

What five general traits of the period are noted? 

What are the physical traits? How are they shown 

What are the mental traits? How are they shown 

What are the social traits? How are they shown? 

What moral traits are shown? 

How are religious traits shown? 

What five hints are given to teachers of this grade? 

At what age should children enter the Junior grade ? 

How should the department be organized? 

What should be taught to pupils of this grade ? 

What suggestions are given with reference to the pupil's reading? 

How should the teaching of religion be given ? 

What religious traits should not be loohed for? 

What traits in the child's religious life should be promoted? 



LESSON XXVI. THE INTERMEDIATE PUPILS 

I. Introductory* 

1. Adolescence. The most radical change taking place in the 
entire life of man or woman is that known as "adolescence" — the 
transformation of the boy to a man, of the girl to a woman. It 
begins in the twelfth or thirteenth year, with girls generally a year 
earlier than with boys ; and it is not fully accomplished until the twenty- 
fourth or twenty-fifth year. This period, therefore, from the twelfth 
to the twenty-fifth year, demands the most careful consideration. 

2. Stages of Adolescence. The adolescent period of twelve years 
has been divided into three sub-periods or stages, each of about four 
years: early adolescence, or the stage of transition, from twelve to 
sixteen years of age; middle adolescence, from sixteen to twenty; 



REVISED NORMAL LESSONS 81 

and later adolescence, or maturity, from twenty to twenty-four. In 
this chapter we study the first of these stages, early adolescence, the 
transition age from boy to young man, from girl to young woman. 

3. The Intermediate Department. A name is needed for the 
section of the Sunday school including the pupils of these ages. Some 
have called it "the Youths' Department," but most of the progressive 
Sunday schools have adopted for it the name "Intermediate Depart- 
ment"; and the name is appropriate, because the stage of life itself 
is intermediate, between boyhood and young manhood, between 
girlhood and young womanhood. It is recommended that every- 
where this section of the school be organized as the Intermediate 
Department. 

II. Traits of the Intermediate Pupils* It is difficult to state the 
characteristics of young people in this stage with precise definitions, 
as they are so diverse, even opposed, in different individuals. More 
than any other period, the early adolescent stage is the time of excep- 
tions to rule and of apparent contradictions. 

1. Physical Traits. The change of physical condition does not 
often come in an orderly and symmetrical manner. The growth of 
body is rapid but uneven. Some parts of the physical system develop 
apparently at the expense of other parts. This is the awkward stage; 
and the awkwardness is often shown in manners not less than in ap- 
pearance, by loud and unnecessary laughter, by crude jokes, by gig- 
gling, blushing, and a general lack of self-control. 

2. Social Traits. The young people of this stage begin to have 
a consciousness of sex and its distinctions. At the opening of the 
period they are mutually repellant, boys and girls having no desire 
for companionship with each other. Girls seek after the traits that 
are feminine, boys admire those that are strongly masculine. Toward 
the close of the period, however, at fifteen or sixteen years of age, 
repulsion changes, sometimes suddenly, into attraction, and the young 
people of opposite sexes begin to take interest in each other and to 
associate. 

3. Energy. There is a fervor and intensity of youth; but its 
manifestation in different persons may be strongly contrasted. Among 
boys two distinct types arise, the active and the sedentary. One type 
demands outdoor life, seeks vigorous games, craves adventure and 
exploit. The other type is just as ardent, but chooses the mind as 
its field of action, becomes a diligent reader, seeks to excel in the 
class room, loves heroism, but prefers to read about it. The same 
trait appears in girls, but with different expression. Some girls 



82 REVISED NORMAL LESSONS 

manifest a taste for the work of the household and the garden, for 
nature study, for roaming in the fields ; others seek ,a more quiet life 
among books, and shine in the class at school. 

4. Self-consciousness. There is at this period a marked recog- 
nition of personality. Early adolescence is apt to be strongly ego- 
istic, brooding, introspective, thinking much about self. In right 
lines this becomes a proper self-respect, developing into strength of 
character. But, on one side, it may run into self-depreciation and 
morbid distrust of self, making the youth of either sex not only re- 
tiring, but solitary and melancholy. Or, on the other hand, there 
may be inordinate vanity and self-conceit, looking with contempt 
upon the family and on society in general. Or these traits of self- 
depreciation and self-appreciation may take turns in the same indi- 
vidual consciousness. 

5. Romance. Every youth lives in two lives, often widely apart, 
the life of the real and the life of the ideal. The real life may be of 
home, school, shop, and street. But there is always going on another 
life of an ideal world, a life of aspiration, ambition, and romance. 
The books that appeal to the adolescent at this stage are those of 
adventure and wild life; of heroism and noble effort; of travel and 
war. Stories of romantic love begin now to interest the young people. 
Nothing is too high, too vast, or too improbable for the dreams of 
youth. Their ideals may be crude and mistaken; they may admire 
the champion of the pugilistic ring, the pirate, the Indian-fighter; 
but their interest is always in those who either in evil or in good are 
somewhat heroic. 

6. Independence. The mingling of self-consciousness and of 
romance in the youthful spirit breeds a restlessness under authority. 
Hitherto the commands of parents and teachers have been followed 
without much questioning; but now the youth begins to think for 
himself, to form his own ideals, and to make his own rules. He resents 
control, and chafes under it. He longs to see the world for himself, 
to break away from restraint and conventional custom. This is the 
age when both boys and girls sometimes run away from home and 
seek for themselves new surroundings, from a wild impulse for freedom 
from constraint. 

7. Religious Awakening. In the general upheaval of this period 
there is often a strong manifestation of the spiritual nature. Under 
the influence of parent, teacher, or pastor, or all combined, the heart 
of youth, reaching out for God, finds him, the great religious decision 
is made, and "conversion," more or less marked, takes place. Sta- 



REVISED NORMAL LESSONS 83 

tistics show that more than half of those in our churches are brought 
in between twelve and sixteen years of age. 

But if this is a hopeful period it also is a period of danger. The 
inquiring nature of youth may find no satisfactory answer to its 
questions. It may allow doubt to deepen into unbelief. Instead of 
turning to God it may turn from God. and may never come back to 
the simple faith of earlier years. The very possibilities of early adoles- 
cence for salvation show its possibility of loss that may be eternal. 

III. Hints concerning Management and Teaching* 

1. The Department. The young people between twelve and six- 
teen years of age should form a separate department in the Sunday 
school, to be known as the Intermediate Department. It is not neces- 
sary to have a room apart from the rest of the school, but there should 
be a separate organization and recognition of the grade. 

2. The Classes. The pupils should be divided into small classes, 
with about six scholars (never more than eight) to one teacher. The 
pupils of this grade are restless, self-assertive, and sometimes diffi- 
cult to control. Few teachers can manage at once more than six 
boys of these ages. And girls of the same stage require the same 
individual care. 

3. The Teacher should be generally of the same sex as the class. 
Yet there are many exceptions to this rule. Often a lady will have 
remarkable influence over a class of boys. The teacher should possess 
a strong character, interest in youth, and sympathy with youth, 
infinite self-control, tact, and patience. 

4. The Teaching should be in accord with the traits of the pupils. 
It should recognize their self-consciousness, guide it into self-respect, 
and avert it from becoming vanity. It should be appreciative rather 
than critical, avoiding fault-finding, and recognizing every effort at 
good work. It should hold up high ideals of character and life, and 
point to noble examples. 

5. The Lessons. It is fortunate that so much of the Bible is his- 
torical and biographical, rather than doctrinal; for youth is the age 
that takes interest in heroic deeds and heroic people. As a supple- 
mental series of lessons, the great biographies of the Bible should be 
taught; and also the heroic lives of missionaries and workers for 
Christ in all ages. 

6. The Social Life of the class should be fostered. The teacher 
should keep in relation with his pupils outside of the school; calling 
upon them at their homes; meeting with them at his own home or 
elsewhere ; accompanying them on out-of-door walks and talks ; organ- 



84 REVISED NORMAL LESSONS 

izing "club" or "King's Daughters" or some association for practical 
work. The teacher should be the friend of his scholars, winning their 
confidence and rewarding it. 

7. The Christian Life. Of all the periods in life, this is the one 
most important for the beginning of the Christian life; because, if it 
is passed without coming to Christ, the probabilities against such 
decision are greatly increased. The supreme object of the 'Superin- 
tendent, teacher, pastor, and parent should be to lead the scholar to 
a definite decision, to personal faith, to an open confession, to union 
with the church, and to a complete Christian character. 

BLACKBOARD OUTLINE 



I. Intro. 1. Adol. 2. Stag. adol. 3. Int. dep. 
II. Tra. Int. Ptt. 1. Phys. Tra. 2. Soc. tra. 3. Ener. 
4. Self-con. 5. Rom. 6. Ind. 7. Rel. awak. 
III. Hints. 1. Dep. 2. Clas. 3. Tea. 4. Teach. 5. Less. 
6. Soc. lif. 7. Chr. lif. 



REVIEW QUESTIONS 

What is the change at the intermediate period called? 

At what ages does it begin? 1 

How long does it continue? 

What are its stages? 

At what ages do these stages come? 

What name should be applied to scholars during early adolescence? 

How are the traits of this period divided? 

What physical traits are shown? 

What are the relations of the sexes during this period? 

In what two forms does the energy of youth show itself? 

How is self -consciousness shown? 

What is said of the trait of romance? 

How is the spirit of independence shown? 

What are religious traits at this period? 

What are its dangers? 

How should the pupils of this grade be organized? 

Of what number should classes be formed? 

Should boys and girls be placed in the same classes? 

Who should be the teacher? 

With what should the teaching be in accord? 

What kind of lessons should be chosen ? 

How may the social life be fostered? 

What religious aim should be kept in view? 



REVISED NORMAL LESSONS 85 

LESSON XXVII. THE SENIOR STUDENTS 

After the storm and stress of the early adolescence period gradually 
dawns the stronger and steadier and more even stage of middle ado- 
lescence. This period generally begins at about sixteen years of age 
and closes at about twenty, although neither its beginning nor ending 
is definitely marked by age. At the end of this stage the youth 
has become a man or woman, with traits which will only deepen as 
the years pass by. The members of the Sunday school, at this period 
of middle adolescence, from sixteen to twenty years of age, are known 
as the Senior Department. 

I. Let us notice some of the Traits of the Senior Students, as 
distinguished from the Intermediates on one side, and the Adults 
on the other. 

1. Physical Traits* During this period the body attains its full 
height and almost its greatest strength; the form rounds out to sym- 
metry and beauty. In sculpture and painting the ideal types of 
strength and beauty are generally regarded as representing young 
men and women at about twenty years of age. The brain also reaches 
its full development of size, form, and texture, and will change but 
little during the rest of life. This is the age of the athlete in the games, 
and the enlistment of the soldier in the army. 

2 . Mental Traits* The sudden and violent changes in mental nature 
characterizing the preceding period gradually give place to a steady 
development of intellectual power. The young man now begins to 
make his plans for a lifework, and chooses his vocation, whether it be 
business, or handicraft, or the farm, or the office. He is less fickle in 
his ambitions than he was in the last stage, more certain in his powers, 
and more definite in his aims. 

3. The Social Traits which began to arise at the close of the early 
adolescent period now become stronger and dominate the conduct. 
The young people of opposite sexes find their highest pleasure in asso- 
ciation. This is the period of entering into society, of desire for parties 
and social gatherings where young men and young women are together. 
It is also the period of "falling in love," of strong attraction and de- 
votion between individuals of opposite sexes. It is apt in this relation 
to be a period of inconstancy, of falling out of love as well as into it. 
The couple who are inseparable at seventeen will often have no interest 
in each other at nineteen. 

4. Ethical Traits* At this period there is apt to appear a strong 
moral sense, especially in those who have received good training in 



86 REVISED NORMAL LESSONS 

home, church, and Sunday school. Conscience speaks with power, 
and sways the life. The appeal may be made to principles and moral 
standards of character. But, on the other hand, this is more than any 
other period in life the age at which criminals are made. Where there 
are strong impulses, without the guidance of conscience, and without 
the sense of responsibility which comes with marriage and parenthood, 
there is imminent danger of open and abandoned wickedness. Read 
the newspapers, and note how often train-wreckers, burglars, thieves, 
rioters are young men under twenty years of age. In great cities the 
"gangs" of lawbreakers are composed of such young people, mobs and 
riots during strikes are led by them, and reformatories in every state 
are filled with them. 

5. Religious Traits. Closely allied to the moral is the spiritual na- 
ture ; one responding to the principle of right, the other to the call of 
God. At the opening of this period, between fifteen and seventeen 
years of age, there is a susceptibility to spiritual impressions; vows 
are made, conversions occur, and a strong religious as well as moral 
character may be developed. The best workers in the young people's 
societies appear during this stage; strong testimonies are given; 
earnest, self-denying efforts are made to win souls. Every endeavor 
should be given at this time to develop not only earnest Christians, 
but strong workers for Christ. 

II. Hints concerning the Senior Department. 

1. The Class. Classes in the Senior Department should generally 
be composed of young people of the same sex, young men and young 
ladies not being placed in the same classes. The classes may be larger 
than those of the Intermediate Department, because there is less 
restlessness and greater self-restraint. Where the Senior Department 
must meet in the same room with the rest of the school the classes may 
include ten or fifteen pupils, which are as many as can hear one teacher 
without disturbing the neighboring classes. If each class can have a 
room to itself, it may be of any size, even rising to the hundreds under 
one able teacher. The class should be organized as a society, with its 
own officers and board of directors; and it should have a voice in the 
selection of the teacher. 

2. The Teacher. Generally, the teacher should be of the same sex 
as the class. Especially should the teacher in charge of the young 
men's class be a manly, earnest, cheerful, intelligent man. Yet in- 
stances are known where a good woman of mature years has made an 
admirable teacher of young men, and even more examples of a man 
succeeding as a teacher of young women. In this grade, far more than 



REVISED NORMAL LESSONS 87 

in the earlier grades, the teacher should be a well-informed student of 
the Bible, able to answer th'e questions of intelligent and inquiring 
young people, and to lead them in the search for divine truth. 

3. The Lessons* The teaching especially adapted to this period is 
that which presents a strong, heroic Christian character, as shown in 
the life and words of Christ ; the fundamental principles of Christianity, 
as contained in the writings of the apostles, but presented from the 
practical rather than the doctrinal point of view; and the strong, 
sturdy types of righteousness found in the Old Testament. The teach- 
ing should make emphatic not only a good character, but the danger 
of sin and the necessity of personal salvation. 

4. The Aim of the teacher should be definitely to bring to Christ 
those students in the class who have not already made profession of 
faith in him. This is of the highest importance, because if the young 
man or young woman passes the twentieth year without taking the 
step of consecration to Christ there is only a slight probability of a 
right decision later. Out of 6,641 Church members reporting, 5,596 
professed conversion by the twentieth year, leaving only 1,045 who 
united with the Church after being twenty years of age. In other 
words, five sixths decided by the twentieth year, and only one sixth 
later. Every effort should be made to win the scholar to Christ before 
he passes from the Senior to the Adult Department. 

5. The Social Life of scholars in this department should be provided 
for. If they do not find pleasant, healthful, and harmless social re- 
lations under the auspices of the Church, they will form associations 
and find enjoyments elsewhere which may prove their ruin. While 
undue laxity should not be sanctioned, yet all recreations which are 
not harmful should be encouraged ; and young men and young women 
should meet each other frequently in social gatherings under the in- 
fluence of the Church and the Sunday school. And a close watch 
should be kept upon worldly associations and worldly pleasures, and 
intelligent cautions should be given against them. 

6. Christian "Work. The activities of young people should be di- 
rected into channels of service for Christ, through the Young People's 
Society, the "Class Society," and the Church. Whatever will keep 
them busy in active effort for the kingdom of God will help to strengthen 
them against the wiles of Satan, and promote the building of a strong, 
complete, enduring Christian character. 



REVISED NORMAL LESSONS 









BLACKBOARD 


OUTLINE 










Mid, 


Adol. Sen. Dep. 
I. Trai. Sen. Stu. 

5- Rel. 
II. Hints, i. Clas. 
6. Chr Wo. 


i. Phys 
2. Tea. 


2. Men. 
3. Less. 4. 


3- 
Ai 


Soc. 
5- 


4- 

Soc 


Eth. 
Lif. 


*£* 


















* 



REVIEW QUESTIONS 

What period follows that of early adolescence? 

What are the ages of this period? 

What five classes of traits of the period are noted? 

What are the physical traits? 

What mental traits are shown? 

What social traits? 

What ethical or moral traits are shown? 

What great danger arises at this period ? 

What are the religious traits? 

Of whom should the classes in this department be composed? 

How large should the classes be ? 

Who should be chosen as teacher? 

What kind of lessons shovild be taught ? 

What should be the aim of the teacher in his work? 

Why is this aim especially important with this period? 

Why is the social life of the scholar important? 

What kind of social life should be sought? 

How may work for Christ be promoted? 



LESSON XXVIII. THE ADULT STUDENTS 

I. Introductory. 

1. The Earliest Sunday Schools, both in England and America, 
were designed only for children, and especially for children who were 
receiving no education, either religious or secular. For this reason 
the studies in the first Sunday schools embraced not only the Bible 
and religion, but such subjects as reading and writing. It was long 
after the beginning of the Sunday school movement that children of 
intelligent Christian families began to attend the Sunday school. 

2. The Bible School. Later the true sphere of the Sunday school 
was gradually evolved, and the Bible became the one text-book, and 
the only text-book in the school. Not until the "uniform lesson" ap- 
peared did this conception take full possession of the Sunday school. 

3. The School for All Ages. It was recognized that the old as well 



REVISED NORMAL LESSONS 89 

as the young needed to study the Bible, and adult classes arose in many 
places. For years these classes were called "Bible Classes," as though 
other classes were not also studying the Bible. There is now a general 
acceptance of the view that the Sunday school is for all ages, from 
youngest to oldest. Nevertheless, this view, although accepted, has 
not been universally adopted. In most of our Sunday schools there 
is a large preponderance of younger scholars over the older. In an 
ideal Sunday school one quarter to one third of the membership should 
be above twenty years of age, and there are some schools where such 
a proportion may be found. 

II. Hints concerning Organization and Management. 

1. The Adult Department. In many schools all over sixteen years 
of age are organized together as the Senior Department. It is the 
better plan, however, to hold the young people from sixteen to twenty 
years of age as the Senior Department, and establish another grade 
for all above twenty years as the Adult Department. Their traits, 
needs, and instruction are all different from those of the young people, 
and it is not wise to group them together. It may be necessary for 
these two departments to meet in the same room, but separate rooms 
are preferable if they can be obtained. 

2. Organization. The adult scholars should not form a separate 
school with their own officers, but they should form a department of 
the school, with a director, who shall rank as one of the Associate or 
Assistant Superintendents. In this department the scholars should 
have a voice in choosing their own director, subject to the authority 
of the governing board of the Sunday school, and also should, if pos- 
sible, select their own teachers. 

3. Classes. In a small Sunday school only one adult class, for both 
men and women, may be all that can be held. But a large Sunday 
school should provide a number of classes in order to meet the needs 
of different kinds of people. Some of these classes should be the 
following : 

1.) A Reserve Class, from which teachers may be taken, either 
for temporary or permanent service. If the "uniform lesson" 
is followed this class should study the lesson, a week in advance 
of the rest of the school. 

2.) A Teacher -training Class, to be composed of those who are 
preparing to become teachers. These should study, not the 
uniform lesson, but a teacher- training or normal course, such 
as is provided in most denominations or state associations. 
When the course is completed the graduates should be trans- 



go REVISED NORMAL LESSONS 

ferred to the Reserve Class, to await opportunity of service as 
teachers. 

3.) Classes for Men and Women, although these may be united, 
ladies and gentlemen together. 

4.) A Lecture Class has been found successful in some schools, 
where the members are not expected to answer questions, but 
merely to listen to an intelligent speaker. In this class, how- 
ever, there should be given an opportunity for those present 
to ask questions of the lecturer, or to state their own opinions 
on the subject. Lectures may be given upon the doctrines of 
the Church,, on the relation of the Church to social questions, 
etc. 

4. Size of Classes. Where all must meet in one room, not more 
than fifteen or twenty can meet as one class ; but if separate rooms can 
be secured, as in model Sunday school buildings, the class may be as 
large as the room will allow. 

5. Teaching. In these adult classes the teaching should be col- 
loquial, the teacher and class freely conversing together. But certain 
principles should be observed: 

1 .) The authority and inspiration of the Scriptures should not be 
called in question. The Sunday school as an institution stands 
on the platform that the Bible contains the word of God; and 
no class should be turned into a debate between belief and un- 
belief. 

2.) While inquiry and answer should be allowed, it is not wise to 
permit the conversation to run into a discussion between two 
persons arguing on opposite sides of a question. Opinions may 
be stated, but not protracted arguments. Too much talking 
by one or two persons, especially over unimportant subjects, 
will wreck a class. 

3.) The conversation should be kept closely to the text of the 
lesson or the subject before the class. Too wide a range of dis- 
cussion will lead away from the profitable to the unprofitable. 
The teacher should hold every speaker to the subject in hand. 
With a wise teacher and an intelligent class, the lesson on al- 
most any subject may be made interesting. 

6. Social Relations. Each class in the Adult Department should 
have from time to time social gatherings, ."outings," etc., to promote 
acquaintance among the members. And the entire department should 
occasionally meet together for an evening, with suitable exercises, 
formal or informal. 



REVISED NORMAL LESSONS 9 i 

BLACKBOARD OUTLINE 
* %< 



I. Intro* i. Ear. S. S. 2. Bib. Sch. 3. Sch. for All. Ag. 
II. Org. and Man. 1. Ad. Dep. 2. Org. 3. Clas. (1) Res. 
(2) Tea. Trai. (3) CI. M. and Worn. (4) Lee. CI. 4. Siz. 
CI. 5. Tea. 6. Soc. Rel. 



-* 



REVIEW QUESTIONS 

For what pupils were the earliest Sunday schools designed? 

What lessons were taught in these schools? 

What became the text -book? 

What ages of pupils should be members of the school? 

What should be the proportion between the older and younger scholars? 

What is the distinction between the Senior and Adult Departments? 

How should the adult scholars be organized? 

What should be the size of classes ? 

What classes should be provided? 

What is the Reserve Class? 

What is the Teacher -training Class? 

Should the sexes be placed together in the same class? 

What is the lecture class? 

How should the teaching be conducted? 

What principles should be recognized in the teaching? 

How may the social life of the department be promoted? 



LESSON XXIX. REVIEW 

I. Who are the Little Beginners in the Sunday school? 
II. What traits do the Beginners show? 

III. What suggestion's regarding the teaching of the Beginners 

are given? 

IV. Who are the Primary pupils? 

V. What are the facts concerning children of the Primary age? 
VI. How should the work of the Primary Department be carried 
on? 
VII. Who are the Juniors? 
VIII. What are the traits of the Junior period? 
IX. How should the Junior Department be conducted? 
X. To what period in life do the Intermediate pupils belong? • 
XL What are the traits of the Intermediate period? 



92 REVISED NORMAL LESSONS 

XII. How should the Intermediate pupils be organized, managed, 
and taught? 

XIII. Who are the Senior students?. 

XIV. What are the traits of the Senior students? 

XV. What hints are given concerning the teaching of the Senior 
students ? 
XVI. How did the conception of an Adult Department of the Sun- 
day school originate ? 
XVII. How should the Adult Department be organized and con- 
ducted ? 



PART VI 

THE SUNDAY SCHOOL TEACHER 



LESSON XXX. THE TEACHER'S QUALIFICATIONS. 

LESSON XXXI. THE TEACHER'S PREPARATION. 

LESSON XXXII. PRINCIPLES OF TEACHING. 

LESSON XXXIII. QUESTIONING. 

LESSON XXXIV. ILLUSTRATION. 

LESSON XXXV. REVIEW. 



LESSON XXX. THE TEACHER'S QUALIFICATIONS 

i . It is the divine order that in the winning of a soul to Christ some 
saved soul is the means of its salvation. Men are saved by men, not by 
systems of organization (2 Cor. 5. 19, 20; 1 Cor. 3. 6-9). 

2. In the Sunday school work there must be a worker, for whom 
organizations are made, and without whom all organizations are use- 
less. That worker is the Sunday school teacher, upon whose indi- 
vidual fidelity depends the success of the cause. 

3. For the Sunday school teacher certain qualifications are neces- 
sary, and these we now consider : 

I. First of all, the Sunday school teacher should be a Christian. 
His work is for the Gospel of Christ, to bring souls to Christ and build 
up souls in Christ; hence the worker himself needs to be a follower of 
Christ. 

1. He should be a Christian in belief. No one can speak confidently 
and earnestly in behalf of a cause unless he believes in it. He can 
teach all that needs to be known about ancient myths and decayed 
religions without believing them to be true. But Christianity is 
either everything or nothing. No man should undertake to teach 
the Bible unless he believes it to be God's book; nor the Gospel, ex- 
cept as the divine plan for saving men (Isa. 34. 16; 2 Pet. 1. 21 ; Rom. 
15. 4; Psa. 19. 7; 8). 

2. He should be a Christian in experience, having met his Saviour 
and having become reconciled to him, enjoying the consciousness of 
pardon, sonship, and communion with Christ. For only those who 
have entered into this experience can have sympathy with the Gospel, 
understand its mysteries, and teach it to others. A blind man cannot 

93 



94 REVISED NORMAL LESSONS 

understand sight, and an unconverted heart cannot comprehend 
spiritual things (i Cor. 2. 14; 2 Cor. 4. 6; 1 John 1. 3). 

3. He should be a Christian in example. He is a teacher, not merely 
for an hour on the Sabbath, but for seven days of every week; and his 
life is far more potent than his words. He should show forth the char- 
acter which he would impart and live in the realm to which he aspires 
to lead his class. See Acts 4. 13; 2 Kings 4. 9; 1 Tim. 6. n. 

II. The teacher's work is under the auspices of the Church, and 
therefore he should be a Church member. 

1 . He should be a Church member in profession. Whatever influence 
he possesses should be given to the Church, to which he owes more 
than he can repay. The teacher who is outside the Church will never 
lead his scholars into the Church (Eph. 2. 19-22; Matt. 16. 18). 

2 He should be a Church member in loyalty. He should hold an 
attachment, not to the Church in general, but to that particular Church 
whose doctrines, forms, methods, and spirit are most nearly in accord 
with his own views and best adapted to promote his own growth in 
grace ; and to that Church he should ever maintain an earnest, whole- 
souled devotion, while cordial and brotherly to all other Christian 
bodies (1 John 3. 14; Rom. 12. 5). 

3. He should be a Church member in work. There are in every Church 
two classes of members, the workers and the idlers, those who carry 
and those who are carried. The teacher should be one of the working 
members, bearing the Church upon his heart, and its work in his hands 
(John 15. 5, 8; Eph. 2. 10). 

III. The teacher's work is with the Bible, and therefore he should 
be a Bible student* 

1. A Bible student in teachableness, turning to the word, not in the 
spirit of criticism, but of reverence; studying it, not to inject into it 
his own opinions, but humbly seeking in its pages for the truth which 
shall feed his own soul and supply the needs of his class (Isa. 8. 20; 
2 Tim. 3. 16, 17). 

2. A Bible student in thoroughness . The cursory glance at a few 
verses may answer for the careless reader, but he whose work it is to 
teach the word must study it; not only the lesson, but the chapter, 
the book, the volume containing the lesson; for only as he has a wide 
and full knowledge of the Bible as a book can he understand the 
specific lesson which he must teach his class (Psa. 119. 18; 19. 7-9; 
Acts 17. 11). 

IV. The teacher's work has relation to living souls, and therefore he 
must be a friend. No mere intellectual machine can teach living 



REVISED NORMAL LESSONS 



95 



hearts. To influence souls there must be a soul. For not by knowledge, 
nor by gifts of expression, but by the personal contact of heart with 
heart are scholars led upward to the best in thought and in life. 

i. He must be a friend in sympathy. That is, in the capacity to feel 
with his scholars, which is very different from feeling for them. He 
must be able to put himself in his pupil's place, to see the world through 
his pupil's eyes, and to have a full appreciation of his pupil's nature 
and its surroundings. The way to win the scholar's love is to love 
the scholar (Phil. i. 7; 1 Thess. 3. 12). 

2. He must be a friend in helpfulness. His friendship will show itself 
in acts, not great, save in the loving spirit that prompts them; a glance, 
a grasp of the hand, a little gift,,a helping hand to one in trouble; a 
willingness to take trouble for another; these are the acts that make a 
teacher's influence potent (Gal. 6. 2, 10; Rom. 15. 1). 

V. The teacher's work is the work of teaching, and therefore he 
must be a teacher* 

1. He must be a teacher in knowledge. Not merely in knowledge of 
the lesson, though in that he must know ten times as much as he ex- 
pects to impart to his class; but more especially in knowledge of the 
principles and methods of teaching, an understanding of the work in 
which he is engaged (Phil. 1. 9) ; also, in knowledge of his scholars, of 
their home and school surroundings and influences, of their mental 
acquirements and capabilities, of their spiritual condition and needs. 

2. He must be a teacher in tact. That is, in wisdom to know his op- 
portunities, and in practical skill to make the most of them. The wise 
teacher will fit his lesson to his class, not his class to the lesson. And 
"if any of you lack wisdom, let him ask of God, that giveth to all men 
liberally, and upbraideth not, and it shall be given him" (James 1. 5; 
1 Thess. 3. 7). 

N. B. — In many of these requirements for successful teaching, the 
teacher will receive great help from the careful study of a teacher- 
training course. 



>:<- 



THE 



BLACKBOARD OUTLINE 




n*~ 



i 

..u 



n 



n 



Ullllil 



Chr. Be. Ex. Exa. 
Ch. Mem. Pro. Loy. Wk. 
A Bi. Stu. Tea. Tho. 
Fri. Sym. Hel. 
Tea. Kno. Tac. 



96 REVISED NORMAL LESSONS 



REVIEW QUESTIONS 

What is the divinely ordained method of winning souls? 

Upon whom does the work of the Sunday school depend? 

What are the five essential qualifications for Sunday school teaching? 

Why should the teacher be a Christian? 

Wherein should he be a Christian ? 

Why should the teacher be a member of the Church? 

What characteristics should he have as a Church member? 

What traits should he have as a Bible student ? 

Why should the teacher be a friend to his scholars? 

Wherein may he show his friendship ? 

What knowledge should the teacher possess ? 

What is tact? 

How may wisdom for this work be obtained? 



LESSON XXXI. THE TEACHER'S PREPARATION 

1. The Necessity of Preparation. It is a general law, as applicable 
to the Sunday school as to every other department of activity, that all 
good work requires training and preparation. To build a house, or 
make a shoe, or teach a lesson, demands that the worker shall be 
taught, trained, and equipped for his work. But there are certain 
reasons why the Sunday school teacher, especially, should be fully pre- 
pared to meet his class, and some of these reasons, briefly stated, are 
the following: 

i. The responsibility laid upon the Sunday school and on the teacher 
is one reason. In this age the work of teaching the Bible to the young 
has been mainly given over to the Sunday school. Few parents recog- 
nize their duty to teach the Bible to their children. If it is not taught 
in the Sunday school, and by the Sunday school teacher, it will not be 
taught to the majority of young people. The teacher must prepare 
himself for the work that rests almost wholly upon him. 

2. The advanced state of knowledge , and especially of Bible knowledge, 
compels study from the teacher. There is in our time a far more ac- 
curate knowledge of the history contained in the Bible, of its customs, 
of the peoples referred to in its pages, than ever before. The teacher 
who is to teach the Bible in such a time as this must be a student. 

3 . The advanced standards of teaching in our time bring the work of 
the Sunday school into comparison, often into contrast, with the work 
of the week-day school. While a school meeting for only one hour in 
the week cannot do the work of a school held for twenty-five hours, 



REVISED NORMAL LESSONS 97 

yet it should do its work thoroughly; and this requirement demands 
preparation on the part of the teacher. 

4. The nature of the subjects taught makes thorough preparation 
necessary. The themes of a Sunday school lesson are not such as can 
be safely taught without preparation. They are of vast importance, 
for they relate to the well-being of the scholar, in the life that now is 
and in that which is to come. They are profound, dealing with ques- 
tions which have occupied the thought of the greatest thinkers in all 
ages. They are varied, requiring knowledge of a book made up of 
many books. No person should venture to handle such subjects be- 
fore a class unless he has made at least an attempt to understand them. 

II. The Aims of Preparation. Before considering the specific work 
of lesson study we must notice three great aims always to be kept 
in view by the teacher while studying the Bible : 

1. He should aim to find the truth. We should study the Bible, not 
to interject into it our own opinions, or to warp its thought to suit 
our own views, but humbly to learn its meaning, to find what is "the 
mind of the Spirit" in every passage which we study. 

2. He should aim to satisfy his own spiritual needs. No man can feed 
others unless he himself has been fed. As the blind man cannot teach 
colors, nor the deaf man music, no one can impart spiritual truth who 
has not received it. Hence, in every lesson the teacher should seek 
for that which will supply the needs of his own spiritual nature ; and 
then he will know what will feed other hearts which hunger. 

3 . He should aim to supply the needs of his scholars. He is a teacher in 
his study as well as before his class ; and should read his lesson with a 
teacher's eye, seeking in it for that truth which is best adapted to the 
needs of his scholars, both collectively and individually. The faithful 
teacher, knowing the condition and circumstances of each scholar, 
will find something in every lesson which is adapted not only to a class 
of their grade and intelligence, but also to the varied and specific wants 
of each pupil in his care. 

III. The Departments of Preparation. The thorough preparation 
of any lesson may be divided into four departments, as follows: 

1. The Study of its Contents. The teacher should learn all that is 
to be learned concerning everything to be found in the verses under 
consideration. We suggest an admirable system of analysis, which 
may be applied to any lesson — that of "The Seven Elements" 1 — 
which are the following: 



1 This outline was suggested by Dr. J. H. Vincent. 



98 REVISED NORMAL LESSONS 

i.) The Time to which the lesson belongs, its year of the world, 
before or after Christ; its period in history; its relation in time 
to the last lesson, etc. 

2.) The Places of the lesson, whether named in the text or implied 
as the scene of its teachings — that is, if a lesson in an epistle, 
from what place, and to what place written; the location, his- 
tory, and scriptural associations of every locality related to 
the lesson. 

3.) The Persons of the lesson; who they were; what is known of 
them; the traits of character displayed by them. 

4.) The Facts or Thoughts of the lesson: facts, if historical; 
thoughts, if the lesson be ethical or doctrinal. 

5.) The Difficulties of the lesson, whether in its statements them- 
selves, the obscurity of their meaning, their apparent discrep- 
ancy with any other part of Scripture, or their relation to other 
departments of knowledge. 

6.) The Doctrines of the lesson; those general principles of re- 
ligious truth upon which it rests, or which may be fairly in- 
ferred from it. 

7.) The Duties of the lesson; the practical conduct which it en- 
forces, either in positive precept, in example, or in warning. 

2 . The Collation of Parallel Passages. Having found the contents of 
the lesson we should next search every passage in the Bible which will 
shed light upon it. Spurgeon says, ' 'The best expositor of the Scriptures 
is the Spirit of God, and his expositions are found in parallel passages." 
To find these use a reference Bible, a Concordance, or a Bible index. 

3. The Adaptation of the Lesson to the Class* As has been already 
intimated, the teacher must know his scholars and their needs ; and then, 
out of the mass of material gathered upon the lesson, must select that 
which is suited to their capacity and requirements. The best preparation 
will be useless unless it is adapted to those who are to receive it. 

4. The Preparation of the Teaching Plan. Thus far we have con- 
sidered what should be taught; but a question of equal importance is 
how shall it be presented? The teacher should prepare a plan of 
teaching, either mental or written, and should know before he opens 
his Bible before his class what is to be his order of thought, how he 
shall open and illustrate it, and what shall be his method of applying 
it to every scholar in his class. 

IV. Hints on Preparation. 

1. Begin early in the week, as soon after the teaching of the last 
lesson as possible. 



REVISED NORMAL LESSONS 



99 



2. Read the lesson often, at least once each day, and thoughtfully. 

3. Pray much over the lesson, for only by communion with the 
Author of the word can we attain to knowledge of the word. 

4. Use all helps accessible, in the line of commentaries, Bible dic- 
tionaries, maps, and works of reference. 

5. Study independently, using the thoughts of others, not to dis- 
place, but to quicken your own thoughts. 

6. Talk with others about the lesson, in the family, the teachers' 
meeting, and in social life. 

7 . Select your truth. Do not expect to use all the facts and thoughts 
that you have gathered upon the lesson. Make a careful selection from 
the knowledge that you have gained ; and especially choose one central 
truth to be emphasized, a truth which can be fitted into the lives of 
your scholars, and arrange your material to bring out the truth 
chosen. The knowledge held in reserve is not lost; it will add power 
to that which is used and will aid in the preparation of other lessons. 

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n* 


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Nee. Prep. 1. Res. of S. S. 2. Kno. Bib. 3. Stan. tea. 




4. Nat. sub. 


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Aims Prep. 1. Fi. tru. 2. Sat. sp. ne. 3. Sup. ne. sch. 


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Dep. Prep. 1. St. con. les. [T. P. P. F. D. D. D.]. 2. Col. 




par. pas. 3. Ad. les. cl. 4. Prep. te. pi. 


IV. 


Hints Prep. 1. Be. ea. 2. Re. of. 3. Pr. mu 4. Us. hel. 




5. St. ind. 6. Ta. oth. 7. Sel. tru. 


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REVIEW QUESTIONS 

What is the general principle that makes preparation neccessary in all work ? 

Why is preparation especially necessary for the Sunday school teacher? 

What responsibility is laid in our time on the Sunday school and the teacher? 

Why does the advanced state of knowledge require the teacher to study? 

What is the effect of the present standards of secular teaching upon the Sunday school ? 

Of what character are the subjects in Sunday school teaching? 

Why does the dignity of the work demand that the teacher be prepared ? 

What should be the three aims of the Sunday school teacher in the study of his lesson ? 

What are the four departments of the teacher's preparation? 

Name and define the seven elements to be found in every lesson. 

Give seven hints on the preparation of the lesson. 



LESSON XXXII. PRINCIPLES OF TEACHING 

1. Principles are those abiding foundations upon which all work is 
wrought, while methods are the plans framed in accordance with them. 



LOFC. 



wo REVISED NORMAL LESSONS 

Hence principles remain unchanged, while plans and methods vary 
according to circumstances and needs. 

2. In every department of human activity, work-, if successful, is in 
accord with the principles of that department. The architectural, or 
poetic, or musical, or artistic work which permanently pleases is always 
based upon the principles of its own art. 

3. The teaching, whether on Sunday in the Sabbath school, or 
through the week in the secular school, which is to be successful in its 
aims, must be in accordance with the true Principles of Instruction. 
Of these principles we notice seven : 

I. Adaptation. The instruction must be suited to the needs of the 
scholar. The teaching needed by the Bible class is different from that 
needed by the primary class; and, indeed, no two classes, and no two 
scholars in the school, can be successfully reached by the same teach- 
ing. Under the Law of Application we must consider and fit our 
instructions to — 

1. The age of the pupil. 

2 . The intellectual condition of the pupil. 

3. The social surroundings of the pupil. 

4. The moral character of the pupil. 

5. The spiritual condition of the pupil. 

II. Cooperation. The teacher and the pupil must work together upon 
the lesson. Telling the facts of the lesson to an inattentive group of 
scholars is not teaching, for teaching requires that the faculties of the 
scholar shall be quickened, and this demands some action on his part 
more than mere listening. This law requires — 

1. That the pupil's attention be awakened and held. 

2. That the pupil's desire for knowledge be aroused. 

3. That the pupil's search after truth be directed. 

4. That the pupil's conscience be quickened. 

III. Definitcness. Truth must be presented in clear and precise 
language. Every idea should be outlined in such a manner as will 
enable the pupil to grasp it fully. The prerequisite of this is thorough 
preparation on the part of the teacher; for he who possesses only a dim, 
uncertain conception of a truth cannot impart a clear idea of it to his 
class. Let the teacher obtain definite knowledge himself, and then 
present it to his scholars in such clear language as will compel them 
to comprehend it. Definiteness should be sought, especially — 

1. In the statement of questions. 

2. In the statement of historical facts. 

3. In the statement of doctrinal teachings. 



REVISED NORMAL LESSONS 101 

4. In the statement of practical duties. 

IV. System. The teaching should be arranged in an orderly manner. 
The teacher who proposes to give to his class ten items of knowledge 
in the lesson may present each one clearly, yet by failing to fix them 
in the right order may not succeed in imparting any; while the same 
points of knowledge systematically presented may be apprehended 
and remembered. This requires the teacher — 

1. To begin his teaching with knowledge already possessed by the 
pupil; at the point of contact between the truth and the experience 
of the pupil. 

2. To proceed step by step from the known to the unknown. 

3. To arrange his material in order, so that each thought will connect 
itself with the succeeding thought. 

V. Association. Whatever knowledge or incident or picture will con- 
nect itself with the truth, and aid in its presentation, should be made 
useful. Illustrations should be employed whenever they will make 
the truth as presented more interesting, more clear, or more forcible. 
They should never be used when they turn the mind from the truth 
illustrated to the illustration itself. The picture or the diagram, the 
story or the incident, which will awaken the pupil's interest to the 
truth, or aid his apprehension of it, or fix it in his memory, or send it 
home to his conscience, will often prove of valuable service to the teacher. 

VI. Repetition. That which is to be remembered must be frequently 
reviewed. The lessons last but half an hour, and a week of other occu- 
pations tends to divert the scholar's mind from its truths. Unless 
it is recalled to his memory it is sure to be forgotten. A well-conducted 
review will fix the truth more clearly and fasten it more deeply in his 
mind; will give new views of old truths and add new truths to the old. 
Hence there should be on every lesson — 

1. A constant review during the lesson. 

2. A class review at the close of the lesson. 

3. A superintendent's review after the lesson. 

4. A rapid review before the next lesson. 

5. A monthly, quarterly, and annual review of all the lessons, which 
may be so conducted as to present a new view of the truth. 

VII. Variety. Avoid routine plans of teaching, and try to have some- 
thing new in every lesson. The best method of teaching will soon be- 
come monotonous if it be the only method employed. The same plans 
of application, the same use of illustrations, the same way of opening 
and closing the lesson, will be tedious, no matter how good they may 
be, The wise teacher will try not to teach the lesson twice alike, but 



102 REVISED NORMAL LESSONS 

to stimulate the interest of his class by novel methods of presenting 
and illustrating truth. 

Bible Searchings. Let the following references to Christ's teaching 
be collated and read, and the Principle of Teaching stated or illus- 
trated in each be pointed out: Matt. 7. 13, 14; Mark 8. 27-29; Luke 12. 
13-17; Matt. 7. 24—27; 13. 3-8; Luke 10. 36, 37; Mark 8. 10-31; John 
6- 33, 35. 48, 51, 53- 56; Luke 4. 18, 19. 

BLACKBOARD OUTLINE 



^ 


►£, 


I. 


Ad. 1. Ag. pu. 2. Int. con. pu. 3. Soc. sur. pu. 4. Mor. 




ch. pu. 5. Sp. con. pu. 


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Co. 1. Att. aw. 2. Des. kno. ar. 3. Sea. tru. dir. 4. Con. 




qui. 


III. 


Def. 1. St, qu. 2. St. his. fac. 3. St. doc. tea. 4. St. pr. 




du. 


IV. 


Sys. 1. Beg. kn. 2. Pro. kn. unk. 3. Arr. mat. or. 


V. 


Asso. 


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Rep. 1. Con. rev. 2. CI. rev. 3. Sup. rev. 4. Rev. bef. le. 




5. Mo. qu. an. rev. 


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►p 


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REVIEW QUESTIONS 

What is the difference between principles and methods? 

Why are principles important ? 

Name the seven principles of teaching. 

What is meant by Adaptation? 

What facts in relation to the pupil should be considered under this? 

What is meant by Cooperation? 

What does this require? 

What is meant by Definiteness? 

What is the prerequisite for the fulfillment of this principle? 

In what statements should the teacher aim to be definite? 

What is meant by System in teaching? 

Why is this important ? 

What are its three requirements? 

What is the statement of the principle of Association? 

What are some uses of illustration ? 

What is meant by the principle of Repetition? 

Why are reviews needed in teaching? 

Name various kinds of reviews. 

What is meant by Variety in teaching? 



LESSON XXXIII. QUESTIONING 

There are three ways of imparting instruction through the living 
teacher: the lecture method, or that of direct address; the story method, 



REVISED NORMAL LESSONS 103 

or that of presenting characters and persons in action ; and the question 
method, or that of inquiry. Of these, the first is best fitted to adults, 
the second to little children, and the third to pupils of the Inter- 
mediate and early Senior grades. 

I. Let us consider some of the Benefits of the Question Method. 

1. Questions test the pupil's knowledge. A scholar may listen to 
the talking teacher without revealing either his own ignorance or his 
own knowledge ; but a judicious question will sound the measure of his 
information. It is due to the pupil that questions should be asked 
him, for in no other way will his work be recognized and appreciated. 
If more questions were asked in the class there would be more studying 
in the homes of our pupils. 

2. Questions add interest to the lesson. It is a mistake to suppose 
that either teachers in their meeting for the study of the lesson, or the 
senior scholars in the Bible class, or the boys and girls in the youth's 
department would rather listen to a "talk" on the lesson than answer 
questions. Many classes have been killed by too much talk on the 
part of the teacher; and the most successful teachers are invariably 
those who call out the knowledge and thought of their pupils. 

3 . Questions awaken the pupil's thought. There is a positive teaching 
power in all questions. They arouse thought on the part of the stu- 
dent, not only by recalling what he has already learned, but by awak- 
ening his desire to know, and by directing his inquiry in right lines of 
investigation. A skillful questioner can lead his class into new knowl- 
edge, by questions only, without direct statements. For illustrations,- 
see Matt. 16. 13—16; 22. 41—45. 

4. Questions arouse the pupil's conscience. How often a question, 
wisely directed, will reach a conscience! For instance, a pastor asked 
an unconverted young man who was active in his Sunday school as 
librarian, "What became of Noah's carpenters?" It led him to become 
a Christian. See examples in John 6. 67; Luke 10. 36, 37. 

5. Questions prove the teacher's work. This is especially the pur- 
pose of review questions. After the lesson, either in the class or from 
the desk, there should be a testing of the teaching. The leading facts 
of the lesson should be called out, and its principal practical teachings 
also, by questions. This will show what has been learned during the 
lesson hour. 

II. The Preparation of Questions. We do not urge that questions 
should be written out and read by the teacher. Yet they should be 
prepared, and there are other ways of preparation than writing. By 
way of preparation for questioning the teacher should — • 



104 REVISED NORMAL LESSONS 

i. Know the needs of each pupil. The larger half of each lesson is 
in the class, which he should study with the same diligence as his 
Bible, so that he can adapt his questions to each scholar, taking into 
account both his acquirements and his requirements. 

2. He should know the contents of the lesson* He should study it 
thoroughly from every point of view, and know far more in each 
department than he expects to impart. The questions of one who is 
fully conversant with the subject, who knows what is the answer to 
every inquiry, will be far different from those of the teacher who en- 
deavors, but in vain, to conceal his own ignorance by asking questions 
of his scholars. 

3. He should select the teaching material in the lesson. Not every- 
thing in the lesson can be taught in half an hour; and much in the 
lesson need be taught very briefly or not at all. Find what is the vital 
line of the lesson, what relates to the spiritual, the moral, or the 
practical life of the scholar, and develop that in the questions. 

4. He should follow a good outline. "The law of system" should be 
kept in mind, and a definite plan, sufficiently simple to be easily re- 
membered, should be followed in the questions, both as regards their 
preparation and their use. 

5. He should study the question book. The question book and the 
lesson leaf have their province. They are designed not to direct the 
teacher in the class, but to guide both teacher and scholar in their 
study at home. There are many who have not been trained to sys- 
tematic investigation, and would be unable to study the lesson without 
some direction; and to aid these in their searching of the lesson the 
"questions for home study" are prepared. Every teacher will be aided 
by study of the printed questions at home. 

III. We come now to the teaching of the lesson, and give some 
Hints Concerning Questions* 

1. Questions should be original; that is, they should not be read 
from a question book or a lesson leaf, nor from a written list. Let 
them be the teacher's own questions, however prepared, and let them 
come from his own mind. 

.2. Questions should be direct. Questions should rarely be asked of 
the class as a whole, to be answered by a few prompt or forward 
scholars, while the rest of the class are silent. The question may be 
addressed to the class to attract the attention of all; but some one 
should be called upon for the reply. 

3. Questions should be clear. Often pupils hesitate to answer, not 
because they are ignorant, but because they are uncertain what the 



REVISED NORMAL LESSONS 105- 

question means. A precise, definite question will open the way for a 
correct answer. 

4. Questions should be suggestive. Not that the question should 
suggest its answer; but that it should suggest thought on the part of 
the pupil; for the aim of the teacher should be to stimulate the mind 
of his scholar. 

5. Questions should be spiritual. Not all the questions and answers 
can be spiritual in form, for some of them must be asked to bring out 
the facts or thoughts of the lesson. Yet every question should have a 
spiritual purpose and form a link in a chain of which one end is the 
lesson and the other the pupil's heart. And in the teaching of every 
lesson there should be a few questions of directly spiritual character, 
aimed at the pupil's conscience. But such questions should be given 
discreetly, and carefully adapted to the individual scholar. 

IV. Cautions Concerning Questions. 

1. Avoid frivolous questions. Remember that you have but half 
an hour in which to impress a mind, a heart, and a character with a 
portion of God's truth, and waste not the precious minutes in discussing 
unprofitable themes. 

2. Avoid entangling questions. The "Socratic method" was a style 
of questioning adopted by the ancient philosopher, to expose shallow 
sophistry and to convince his hearers of their own ignorance. Lawyers 
are skilled in asking questions to confuse and humiliate a witness. 
But questions to cover a purpose, to mislead or confuse a hearer, 
should have no place in the Sunday school class. Let every question 
be straightforward in its purpose. 

3. Avoid leading questions. Such are questions which contain their 
own answer, as, "Was not David the King of Israel?" etc. Every 
question should call forth the mental activity of the pupil. 

4. Avoid personalities in questions. Some teachers have a habit of 
holding up a pupil to the notice, amusement, or contempt of an entire 
class by an embarrassing question. There are some subjects which 
can better be presented to the pupil alone than when he is the center of 
observation from his classmates. 

5. Avoid a frequent use of questions to which the answer is "yes" 
or "no"; although such may occasionally be used to advantage, 
especially in introducing or correcting other questions which require 
more thought for the answering. 



io6 REVISED NORMAL LESSONS 







BLACKBOARD OUTLINE 






I. 


Ben. Ques. Meth. i. Tes. pu. kno. 2. Ad. in. les. 3. Aw. 
pu. th. 4. Ar. pu. cons. 5. Pro. tea. wk. 






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Prep. Ques. 1. Kno. ne. pu. 2. Kn. con. les. 3. Sel. tea. 
mat. les. 4. Fol. g. out. 5. Stu. qu. bk. 






III. 


Hints. 1. Orig. 2. Dir. 3. Cle. 4. Sugg. 5. Spir. 






IV. 


Cat*. 1. Friv. 2. Ent. 3. Lea. 4. Per. 5. "y. or n." 




H 


* 




—+fr 



REVIEW QUESTIONS 
What are two ways of giving instruction? 

Which of these should be principally used in the Sunday school? 
What are some of the benefits of the question method of teaching? 
Why is it due to the pupil that questions should be asked of him ? 
How do questions make the lesson interesting? 
What is the effect of questions on the pupil's thought? 
How do questions affect the conscience? 

How may questions test or prove the efficiency of the teacher's work? 
What are necessary for the preparation of questions? 
What kinds of questions should be given by the teacher? 
What kinds of questions should be avoided? 



LESSON XXXIV. ILLUSTRATION 

1. Let us look at this word "illustrate," for it is suggestive. It is a 
Latin word, and means "to light up." 

2. We may have thought and knowledge in our lesson, but we need 
to give it light, and this will be accomplished mainly by the use of 
illustrations. 

I. Notice Four Uses of Illustrations. 

1. They attract attention. A light brought into a dark room, or a 
star shining in the sky, at once draws to it every eye. So the illus- 
trations of the lesson win attention to its teachings. The ear is quick- 
ened to interest by a story; the eye is arrested by the picture or the 
chalk-mark. Nothing awakens and retains the interest more than the 
illustration, whether heard or seen. . 

2. They quicken the apprehension. In a dark room we may be in- 
formed concerning the place and form of every object. But how all 
our ideas are changed at the instant when a light is introduced, en- 
abling us to see its contents! So the illustration often gives a new 
conception of truth. For instance, the rule in arithmetic is seen more 



REVISED NORMAL LESSONS 107 

clearly in the light of an example; and the definition of a scientific 
word in the dictionary is explained by the picture accompanying it. 

3 . They aid the memory. The meteor which you saw flashing in the 
sky at night is remembered long after the one about which you read 
has been forgotten. You remember a sermon, not by its text nor its 
thoughts, but by its illustrations. And a story or a picture in a Sunday 
school lesson will often serve to recall the teaching to the memory. 

4. They awaken the conscience. How many have been aroused to 
conviction of sin by the parable of the prodigal son! And what is that 
but an illustration? So many, like Zinzendorf, have been awakened 
by some picture of a Bible scene. Mr. Moody's stories have sent the 
truth home as deeply as his exhortations. 

II. There are Four Classes of Illustrations: 1 

1 . Those which depend upon the sight, and derive their interest from 
the pupil's delight in seeing. Such are objects, maps, pictures, dia- 
grams, etc. Maps and diagrams drawn in presence of the scholar, 
though ever so rudely, have an increased interest and power. 

2. Those which depend upon the imagination. There is a mental 
power of vision which creates pictures almost as real as those upon the 
printed page or the painted canvas. Especially in childhood is this 
faculty of imagination strong, for then all the world is new and strange. 
To this class of illustrations belong "word-pictures," imaginary scenes, 
etc., as presentations of the thought in the lesson. 

3. Those which depend upon comparison. To see resemblance in 
things different, or the correspondence between the outward and the 
spiritual, is as old as the parable of the sower and the miracle of the 
loaves. "The likes of the lesson" form a fruitful field for the use of 
illustration. 

4. Those which depend upon knowledge. More than for anything 
else children are eager to know; and the story has an added value "when 
it is true. History, science, art, and, indeed, every department of 
knowledge,, will furnish illustrations of spiritual truth. 

III. How to Obtain Illustrations : 

1. By gaining knowledge, especially Bible knowledge. The wider 
the teacher's range of thought the more readily will he find illustrations 
to fit his teaching. Particularly will the incidents of Bible story be 
found to furnish the frame for his thoughts in the class. Know the 
stories of the Bible, and you will have an encyclopedia of illustration 
in your mind. 



1 This classification was first given by Dr. J. H. Vincent in The Chautauqua Normal 
Guide. 



108 REVISED NORMAL LESSONS 

2. By the habit of observation. People find what they are seeking 
for, and the teacher who is looking for illustrations will find them 
everywhere, in books, among men, on the railway train, and in the forest. 

3. By the preservation of illustrations. The scrapbook for clippings, 
the blank book for stray suggestions, the envelope, will all have their 
uses. Plans innumerable have been given, but each worker's own 
plan is the best for himself. 

4. By practice in the use of illustrations. The way to use them is 
to use them, and use will give ease. The teacher who has once made 
the experiment will repeat it, and find that his rough drawing, or his 
map, or his story will always attract the eager attention of his scholars. 

IV. A Few Hints as to the Use of Illustrations: 

1 . Have a clear idea of the subject to be taught. Learn the lesson first of 
all, and know what you are to teach, before you seek for your illustration. 

2. Use illustrations only in the line of the teaching. Never tell a 
story for the sake of the story, but always to impress a truth; and let 
the truth be so plain that the story must carry its own application. 

3. Obtain the help of the scholar in illustration. Let the pupils 
suggest Bible incidents or Bible characters which present the traits 
of character which the lesson enforces. Never add a feature to the 
portrait which the scholar can himself give from his own knowledge. 

4. Do not use too many illustrations. Let not the lesson serve 
merely as a vehicle for story-telling, or picture-drawing, or black- 
boarding; but keep the truth at all times in the foreground. 

V. Bible Searchings. Let the following texts be examined and read 
by the student, the illustration pointed out, and the class named to 
which it belongs: Jer. 1.8. 1-6; Ezek. 4. 1-3; Jer. 19. 1, 2, 10, 11. Judg. 
9. 8—15; 2 Sam. 12. 1—7; Dan. 5. 27; Matt. 13. 3; 12. 40—42; 25. 1; Eph. 
6. 14—17; 1 Cor. 9. 24—26; Heb. 12. 1, 2; James 1. 6, 10, 11; 3. 4, 5. 





BLACKBOARD OUTLINE 


I. 

II. 

III. 

IV. 

>U- — 


Us. 111. 1. At. att. 2. Qu. app. 3. Ai. mem. 4. Aw. con. 
CI. 111. 1. Dep. si. 2. Dep. im. 3. Dep. com. 4. Dep kno. 
Ob. 111. 1. Ga. kn. 2. Hab. obs. 3. Pre. com. 4. Pra. ill. 
Hin. 111. 1. CI. id. sub. 2. Li. tea. 3. Hel. sch. 4. Not 
too m. 
* 



REVIEW QUESTIONS 



What is the meaning of the word ' ' illustrate ' ' ? 

What are four uses of illustrations? 

Give an instance of each use of an illustration. 



REVISED NORMAL LESSONS 109 

What are the four classes of illustrations? 

Name an illustration of each class. 

How may illustrations be obtained? 

State four suggestions as to the use of illustrations. 

Name some instances of illustration as given by Old Testament writers and prophets. 

Name some illustrations given by the Saviour in his teaching. 

Name some illustrations in the writings of the apostle Paul. 

Name some illustrations found in the Epistle of James. 



LESSON XXXV. REVIEW ON THE SUNDAY SCHOOL 
TEACHER AND HIS WORK 

I. State the five qualifications needed by the Sunday school 
teacher. 
II. Explain what is required in connection with each qualification. 

III. Show the necessity of the teacher's preparation. 

IV. State the aims of preparation. 

V. Name and explain the departments of preparation. 
VI. State and explain the seven elements to be found in every lesson. 
VII. Give a few hints on the preparation of the lesson. 
VIII. Name and explain the seven principle^ of teaching. 
IX. State the benefits of questioning as a method of teaching. 

X. State what is required in the preparation of questions. 
XI. Name the kinds of questions which should be asked. 
XII. Name some kinds of questions which should not be asked. 

XIII. Name four uses of illustrations. 

XIV. Name four classes of illustrations. 

XV. Give four ways of obtaining illustrations. 
XVI. Give some hints as to how illustrations should be used. 



PART VII 

THE SUNDAY SCHOOL 

LESSON XXXVI. THE HISTORY OF THE SUNDAY SCHOOL. 
LESSON XXXVII. THE DEFINITION OF THE SUNDAY 

SCHOOL. 
LESSON XXXVIII. THE SUNDAY SCHOOL AND THE 

CHURCH. 
LESSON XXXIX. THE ORGANIZATION OF THE SUNDAY 

SCHOOL. 
LESSON XL. REVIEW. 



LESSON XXXVI. THE HISTORY OF THE SUNDAY SCHOOL 

Every permanent institution is an evolution, the gradual unfolding 
and development of a germ, not a sudden creation of a new type. That 
which is destined to endure in the future is sure to have its origin in 
the past. 

The Sunday school is not, as many suppose, a modern institution, a 
little more than a century old. Its germ was in the world, living and 
active, more than two thousand years ago, and it has from age to age 
developed in varied forms. 

The germ of the Sunday school does not consist in its meeting on any 
especial day, nor in its organization into classes, nor in its name. It 
consists in the gathering together of people, young and old — but 
especially of the young — for the study of the word of God. 

I. There was a Sunday school, in these essential elements, among 
the ancient Israelites. We find allusions to them in the earlier ages 
(Gen. 18. 19; Deut. 6. 6-9) ; during the period of the kingdom (2 Chron. 
x 5- 3; I 7- 1~9) > after the return from captivity (Neh. 8. 1-8). The 
ancient Jewish writings, outside of the Bible, are full of references to 
these schools for instruction in the Scriptures. 

II. There was a Sunday school in the early Christian Church. We 

find in the New Testament a distinction made between preaching, or 

"heralding," and teaching, which is the work of the Sunday school 

(Matt. 28. 19; Acts 2. 42, Rev. Ver.; 11. 26; 13. 1; 28. 30, 31; 2 Tim. 

2. 2; 3. 15). 

no 



REVISED NORMAL LESSONS in 

III. There were Sunday schools at the time of the Reformation. 
The reformers prepared catechisms, embodying the doctrines of the 
faith, for teaching in classes. One reason why the Sunday school 
was not emphasized by the Protestant reformers was that in all the 
schools established by them, notably in Scotland, the Bible was one 
of the principal text-books in the week-day instruction. 

IV. There was a revival of Sunday school instruction in the eigh- 
teenth century. There are authenticated instances of Sunday schools 
in America, if not in England, as early as 1674; but the modern move- 
ment dates from the establishment of a Sunday school in Gloucester, 
England, by Robert Raikes, in July, 1780. An account of this was 
published by Raikes in his own newspaper, was widely read, and was 
generally followed by the establishment of Sunday schools. In 1787 
there were two hundred and fifty thousand pupils in the Sunday 
schools of Great Britain. As early as 1784 there were Sunday schools 
in the United States; there is reason to believe that they were earlier 
than that date. 

V. An important step was taken in the organization of the American 
Sunday School Union in Philadelphia on May 24, 1824. Local con- 
ventions were held earlier than that date; but from that time there 
was an institution at work, sending missionaries everywhere, and 
organizing Sunday schools of many denominations. Of this organiza- 
tion the state, national, and international Sunday school conventions 
and associations were the outgrowth. 

VI. A great advance in the aims and methods of the Sunday school 
began with the International Lesson System, which was instituted in 
1872, though the study of the Bible in course did not begin until 1873. 
In "the Robert Raikes school" reading, writing, and the catechism 
formed the principal instruction. Later the practice of memorizing 
detached portions of Scripture was introduced. With the International 
Lessons the Sunday schools began the systematic study of the Bible in 
selected paragraphs, and this is at the present time the principal work 
of the school. There should be in every Sunday school a "supple- 
mental lesson" taught, to give general knowledge of the Bible, its 
books, its history, and its systematic teachings. 

N. B. — Those who would like to investigate this subject more fully 
will find a full statement of the history of the Sunday school in Yale 
Lectures on the Sunday School, by H. C. Trumbull, and in The Church 
School, by J. H. Vincent. The history of the International Lessons is 
given in The Lesson System, by Simeon Gilbert. 



112 



REVISED NORMAL LESSONS 



BLACKBOARD OUTLINE 



* 












* 




I. 


s. 


S. 


am. anc. 


Isr. early; kgdm. ret. 




II. 


s. 


s. 


Ear. Ch. 


"teach." 






III. 


s. 


s. 


in Ref. 


catech." 






IV. 


s. 


s. 


xviii. Ro. Rai. 1780. 






V. 


Am. 


S. S. Un. 


1824. 






VI. 


In 


. Les. Sys. : 


872. par. supp. 


less. 


i 












tf< 



REVIEW QUESTIONS 

Wherein is the Sunday school an evolution? 

How early was it in existence? 

What is the germ of the Sunday school? 

What is said of the Sunday school among the ancient Israelites? 

What was the teaching in the early Church? 

What took the place of the Sunday school in the time of the Reformation? 

What movement took place in the eighteenth century? 

Who founded the modern Sunday school? 

When and where was the first Sunday school union organized in the United States? 

What resulted from that organization? 

What is the latest development of Sunday school instruction? 

What is the supplemental lesson, and why should it be pursued? 



LESSON XXXVII. 



THE DEFINITION OF THE SUNDAY 
SCHOOL 



The Sunday school teacher needs to understand the principles and 
plans of the institution wherein he is a worker. 

I. Therefore we present the Definition of the Sunday school as given 
by Dr. John H. Vincent: , 

1. The Sunday school is a department of the Church of Christ, 

2. In which the word of Christ is taught, 

3. For the purpose of bringing souls to Christ, 

4. And of building up souls in Christ. 

(This definition should be committed to memory by every student; and that it may be 
memorized more easily it is printed in the form of four paragraphs. Let it be written 
upon the board, one sentence at a time, in catchwords or initial syllables, as in the black- 
board review at the end of the lesson; and let it be drilled and reviewed until every 
member of the class can repeat it correctly.) 

II. Let us examine this definition more closely and develop its 
meaning. From it we learn: 

1. That the Sunday school is a department of the Church of Christ. 
It is not an irresponsible, voluntary institution; it is neither a social 



REVISED NORMAL LESSONS 113 

club nor a literary society. It is connected with the Church of Christ, 
is responsible to the Church, and under the Church's fostering care. 

2 . That the Sunday school is a school. It is not a service or public 
meeting. It adopts the teaching method, not the lecture method; 
therefore divided into classes of varied grade, and employs the services 
of teachers to instruct its scholars. 

3. That it is a Sunday school, meeting on the Lord's Day. Hence 
its exercises should be appropriate to the day consecrated to the 
service of Christ; and especially its lessons should be in sacred, not 
secular, subjects, and its teaching should be reverent and spiritual. 

4. That it teaches the word of Christ. It has but one text-book, 
the Holy Scriptures ; and it seeks to teach them, both the Old Testa- 
ment and the New, as the word of Christ, that is, not merely "the 
words of Christ," but the revelation of Jesus as the Redeemer of the 
world. If it deals with Bible history, or Bible geography, or Bible 
institutions it shows the truth concerning Christ which dwells in them. 

5. That it has a purpose in its teaching. It instructs, but not for 
the sake of instruction merely. It aims first of all to bring souls to 
Christ, to make its pupils, young and old, disciples of Christ. But its 
work is not ended when its pupils are converted and churched; for 
then begins the more important work of building up souls in Christ, 
the process of spiritual education, the leading out of the soul's powers, 
the development of a complete Christian character, and especially the 
training for service in Christian work. 

BLACKBOARD OUTLINE 



T 
















%* 


I. 

II. 


Def. 

Mean 


1. 
2. 

3- 
4- 

Chr 


The Sunday School 

S. s. dep. Ch. Chr. 
In. wh. wo. Chr. tau. 
For pur. bring, so. to Chr. 
And of bui. up s. in Chr. 
. Dep. Chu. Chr. 2. Sch. 3. 
. 5. Pur. (1) Br. so. to Chr. 


[ 

Sun 
(2) 


sch 
Bui. 


4 
up 


Tea. 
so. in 


wo. 
Chr. 


i'4 
















* 



REVIEW QUESTIONS 

What principles and plans does the Sunday school worker need to understand? 

Can you tell why he needs to understand them? 

State the definition of the Sunday school. 

Of what is the Sunday school a part? 

What does this relation involve? 

What does the name Sunday school involve ? 



U4 REVISED NORMAL LESSONS 

What is involved in the name Sunday school? 

What is the first aim of the Sunday school with respect to its pupils? 

What should the Sunday school do for the scholar after he has been converted? 



LESSON XXXVIII. THE SUNDAY SCHOOL AND THE CHURCH 

We have already stated that the Sunday school is not an independent 
organization. It is in close connection with a greater institution — the 
Church. The Church is the parent, the Sunday school is the child; 
the Sunday school is the branch, the Church is the tree. 

1. Consider the Mutual Needs of the Church and the school. 

i. The Church needs the Sunday school for the completeness of its 
being. 

i.) It needs it as its department of Bible instruction, and without 
it in some form one important part of the Church's work is left 
undone. 

2.) It needs it to give exercise to its members. There is no better 
development of the Christian character than that which comes 
to the Sunday school worker. He is brought into the study of 
the word ; he learns by teaching it to others ; he enters into sym- 
pathy with youth; and he gains strength of character by the 
use of his powers. 

3.) It needs it as an evangelizing agency. The vast majority of 
members enter the Church through the Sunday school, and 
many of them are brought to Christ by it as the direct instru- 
mentality. 

2. But if the Church needs the Sunday school, the Sunday school 
needs the Church still more. 

1.) It needs the Church to supply it with workers. Only Chris- 
tians can properly teach the Word of Life, and these are in the 
churches. Were there no churches there could be no Sunday 
schools. 

2.) It needs the Church to give unity to its work. The Sunday 
school which is connected with no Church is apt to have for its 
workers the discontented members, the "cranks," and those 
who can find "no church good enough for them." As a result 
its work is irregular, its teachings are apt to be loose, and its 
results are meager. It may flourish for a time, but it tends to 
disintegration and not to unity. 

3 .) It needs the Church to foster its converts. Every living Sun- 
day school. will win souls to Christ; and these must be gathered 



REVISED NORMAL LESSONS 115 

into the Church for their security and their development. It 
is the universal experience that no Sunday school can take the 
place of the Church in the care of young Christians. Every 
Sunday school should be in direct relation to a Church, wherever 
such relation is possible. 
II. Consider the Mutual Duties of the Church and the Sunday school. 

1. The duties of the Church to the school are three, namely: 

1.) Sympathy, that is, "feeling with." The Church should feel 
with the school; should take an interest in it; should appre- 
ciate its work and recognize its needs. 

2.) Support. There should be a moral support, enabling the 
school to rest upon the regard and confidence of the Church; 
and there should be a financial support, the Church supplying 
liberally the means of carrying forward the school. 

3.) Supervision. When the school is left outside the sympathy, 
and left without the support of the Church, it is apt to resent 
its attempt at control. But the Church which bears the bur- 
dens of the school, furnishes it with workers, and has its affec- 
tionate interest in it, will find its authority respected and its 
wholesome discipline regarded as a privilege. 

2. On the other hand there are three duties of the Sunday school 
toward the Church. 

1.) To teach in harmony with its standards. The teaching in the 
class should be in accordance with that given from the pulpit; 
the doctrinal platform of the Church should be held by the 
school; and all the instruction should be in harmony with its 
principles. 

2.) To contribute to its power. The Church's power is in its living 
members, and these should be constantly recruited through the 
Sunday schocl. The school should direct all its pupils toward 
the Church. 

3.) To cooperate with its several departments. The members of 
the Sunday school, whether teachers or scholars, should be 
interested in all the spheres of the Church's activity, should at- 
tend the public worship, should participate in the prayer meet- 
ing, should take part in its various activities, and should con- 
tribute to its benevolences. 



n6 



REVISED NORMAL LESSONS 



BLACKBOARD OUTLINE 



K&~ 



MUT. N 



MUT. DUT. 



( i. Dep. ins. 
Ch. Ne. S. S. -j 2. Ex. mem. 
( 3. Evan. ag. 

( 1. Sup. wor. 
S. S. Ne. ChJ 2. Un. wk. 

( 3. Fos. conv. 

ii. Sym. 
2. Supp. 
3. Super. 
( 1. Har. stan. 
Sch. to Ch. < 2. Con. pow. 
( 3. Coop. dep. 



*r~ 



-* 



REVIEW QUESTIONS 



Of what institution is the Sunday school a part ? 

What is the relation between the Church and the Sunday school? 

Wherein does the Church need the Sunday school ? 

What are the benefits of the Sunday school to those engaged in its work? 

Why does the Sunday school need the Church? 

What is said of "union schools"? 

When is the union school admissible? 

What are the duties of the Church to the Sunday school? 

What are the duties of the Sunday school to the Church? 



LESSON XXXIX. 



THE ORGANIZATION OF THE SUNDAY 
SCHOOL 



1. All work in which any considerable number of people are united 
must have some form of organization in order to obtain any satis- 
factory results. 

2 . Organization does not create power, and the power of a Sunday 
school is not in its form of constitution, but in the energy of its workers. 
But organization condenses power, directs energy, and gives unity to 
work. 

3. Therefore the organization of the Sunday school is ail important 
subject for our consideration. 

I. We notice the General Principles under which the school should 
be organized: 

1. The Supervision of the Church. The Church is the parent of the 
school, and should provide for its organization. 



REVISED NORMAL LESSONS 117 

2. Harmony with its Denominational System* The ideal Sunday 
school is a Church school, fraternal toward all other Churches and loyal 
to its own Church in its doctrines and methods of work. 

3. A Form of Constitution. There should be a brief but explicit 
statement of the working plan of the school, naming its objects, stating 
its officers, denning their duties, and declaring their terms of office and 
method of election. 

II. We name the Officers to be chosen, and suggest the method of 
their appointment. 

1. There should be a Superintendent, as the executive officer of the 
school. He should be chosen by the teachers and officers, with the ap- 
proval of the governing body of the local Church; and he should also 
be a member of that governing body. 

2. There should be an Associate Superintendent (more than one in a 
large school), to aid in the management, especially in supplying sub- 
stitutes for absent teachers and in assigning new scholars to classes. 
He should be nominated by the superintendent, subject to the ap- 
proval of the teachers and officers. 

3. There should also be a Department Superintendent for each of 
the departments named below, who should be nominated by the 
superintendent and approved by the Teachers' Board. 

4. There should be a Secretary, to keep the records and care for the 
literature of the school. He should be nominated by the superin- 
tendent, and elected by the teachers and officers. 

5. There should be a Treasurer, elected by the Teachers' Board, to 
take charge of all moneys collected in the school, to report regularly 
on the condition of the treasury, and to pay out money on the order of 
the Teachers' Board. 

6. There should be a Librarian, with power to choose his assistants, 
subject to the approval of the teachers and officers. 

7. The above-named officers, Superintendent, Associate Superin- 
tendent, Department Superintendents, Secretary, Treasurer, and 
Librarian, should together form a Cabinet, for conference and planning 
for the interests of the school. 

8. The Teachers should be carefully selected by the superintendent, 
approved by the pastor, and, after at least a month of trial, elected by 
the body of officers and teachers. 

The above-named officers, with the teachers, should constitute 
the Teachers' Board for all elections and the government of the 
school. 

The scholars should have no votes in the election of officers and 



u8 REVISED NORMAL LESSONS 

teachers, though it is well to consult the senior classes in the appoint- 
ment of their teachers. 

III. There are seven general Departments to be recognized in the 
organization of the school. Beginning with the very youngest, there 
are the following: 

i. The Cradle Roll. The infant who is too young to attend the Sun- 
day school is enrolled as a member on the Cradle Roll. His name ap- 
pears on the list, which is framed and hangs in the Beginners' room. 
Whenever gifts are made to the children, as at Christmas, one is sent 
to each member of the Cradle Roll. Thus from the beginning the 
Church and the Sunday school care for the little child. 

2 . The Beginners' Department* This consists of little children from 
three to six years old, who should be kept apart from the older primary 
children, and receive instruction suited to their age and understanding. 

3 . The Primary Department, of children between six and nine years 
of age. In no case should they be received earlier than six or held 
after they are nine. 

4. The Junior Department, of four years, from nine to twelve in- 
clusive. 

5. The Intermediate Department, from twelve to sixteen years of 
age; the "boys and girls," as distinguished from children. There may 
be exceptionally advanced pupils who might be promoted at fifteen, 
and there may be those who should wait longer than the age of sixteen ; 
but the above are the years of the average pupil in this depart- 
ment. 

6. The Senior Department, embracing those who are between six- 
teen and twenty years of age. This department may in smaller schools 
include all those who are over twenty years of age, but in larger schools 
it may be better to organize a still higher grade, known as — 

7. The Adult Department, consisting of men and women above 
twenty years of age. Either in the Senior or Adult Department two 
Special classes should be organized: 

1.) A Teacher -training Class, composed of young people who 
study (instead of the regular lesson or additional to it) a course 
of teacher- training or normal instruction, fitting them in due 
time to become teachers. 

2.) A Reserve Class, from which substitutes and teachers may be 
obtained as needed. This class should study the lesson one 
week in advance of the rest of the school. 

8. The Home Department, consisting of students, young and old, 
who are unable to attend regularly, but study the regular lesson at 



REVISED NORMAL LESSONS 119 

home and are duly enrolled and recognized as members of the Sunday 
school. 1 

IV. We would call attention also to the System of Gradation which 
should be followed in the conduct of the school. 

t. There should be a fixed number of classes in each department. 
This number should be carefully determined upon, as proportioned to 
the size of the school, and should not be changed except upon mature 
consideration. For example, there should be a small number of large 
classes in the Senior Department, and scholars should be promoted 
from the lower classes on arriving at a certain age, in order to keep the 
senior classes uniformly full. 

2. There should be regular promotions from grade to grade. The 
basis of promotion should be partly that of age, partly that of intelli- 
gence, and it may or may not depend upon examination, as the school 
shall determine ; but there should be some standard in the promotion, 
and it should be faithfully maintained. 

3. With the promotion from one grade to another there should be a 
change of teachers. While the pupil is in one department he may re- 
main with the same teacher, who should be advanced with the class 
from "first year" of the grade to "second year," etc. But when the 
scholar is promoted from one grade to another he should generally 
leave his teacher and enter another class, unless the teacher happens 
to be advanced at the same time to fill a vacancy. 

4. There should be annual and simultaneous promotions* That is, 
there should be set apart one day in the year as "Promotion Sunday," 
for which preparation should be made. On that day all changes should 
be made; a new class should be promoted from the Beginners to the 
Primary, from the Primary to the Junior, from the Junior to the In- 
termediate, etc. ; and pupils of the proper ages should leave their 
former teachers for new ones. 

5. There should be teaching adapted to these several grades, both 
in the international lessons and in the supplemental studies, which 
should be carefully chosen and fitted to the several departments of the 
school. 



1 Information concerning Teacher -training Classes, the Home Department, and the 
Graded Sunday School may be obtained by addressing any Sunday school publishing 
house; and in most states by addressing the secretary of the state Sunday School 
Association. 



120 REVISED NORMAL LESSONS 



BLACKBOARD OUTLINE 



^ 


^ 




ORG. S. S. 


I. 


Gen. Prin. i. Sup. Ch. 2. Har. Den. Sys. 3. For. Con. 


II. 


Off, 1. Sup. 2. Ass. Sup. 3. Dep. Sup. 4. Sec. 5. Treas. 




6. Lib. 7. Cab. 8. Tea. 


III. 


Dep. 1. Cr. R. 2. Beg. 3. Prim. 4. Jun. 5. Int. 6. Sen. 




7. Ad. (1) Tea. trai. (2) Res. 8. Ho. 


IV. 


Sys. Gra. 1. Fix. nu. cl. 2. Reg. pro. 3. Ch. tea. 4. An. 


*h 


sim. pro. 5. Tea. ad. gra. 

— — X 



REVIEW QUESTIONS 

Why is organization necessary for work? 

What are the benefits of organization? 

What three principles should be provided for in the organization of the school? 

What should the constitution embrace ? 

What officers are needed in the Sunday school? 

How should each officer be chosen? 

How should the teachers be chosen? 

Who should constitute the Cabinet of the school? 

Who should form the Managing Board of the school? 

Should the pupils vote in the selection of officers and teachers? 

What departments should be recognized? 

Who should be members of the Cradle Roll ? 

Who should be the Beginners? 

Who should constitute the Primary Department? 

Who should be members of the Junior Department? 

Who should belong to the Intermediate Department? 

What is the Senior Department? 

What is the Adult Department? 

What classes should be provided in the Senior Department? 

What is the Home Department ? 

What principles should be observed in the system of gradation in the Sunday school? 

What is meant by "a fixed number of classes"? 

What are regular promotions? 

When should scholars generally change their teachers? 

When should promotions be made? 



LESSON XL. REVIEW 

I. What corresponded to the Sunday school in ancient times? 
II. Give the history of the Sunday school from the Reformation to 
the present time. 

III. Give a definition of the Sunday school. 

IV. For what purposes does the Church need the Sunday school? 



REVISED NORMAL LESSONS 121 

V. For what purposes does the Sunday school need the Church? 
VI. What are the duties of the Church to the Sunday school? 
VII. What are the duties of the Sunday school to the Church? 
VIII. What are the principles to be observed in the organization of 
a Sunday school? 
IX. What officers should be chosen, and how chosen? 
X. How should the school be directed in its general policy? 
XI. What departments should be recognized in the school? 
XII. What should be the age of the pupils in each department? 
XIII. What principles should be observed in the grading of the Sun- 
day school? 



OCT 4 » 907 



